LEARNER WORKBOOK

LEARNER WORKBOOK Name of Student: Name of Assessment: Due Date: SITHCCC006 Prepare appetisers and salads LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 1 of 33 Table of Contents Instructions to Learner........................................................................................................... 3 Assessment instructions .............................................................................................................. 3 Assessment requirements ........................................................................................................... 6 Reasonable Adjustment ......................................................................................................... 7 Assessment Task Coversheet ................................................................................................ 8 Observation/Demonstration ................................................................................................. 9 Third Party Guide ....................................................................................................................10 Activities checklist – for assessor ............................................................................................. 11 Activities ....................................................................................................................................12 Activity 1A .................................................................................................................................... 12 Activity 1B .................................................................................................................................... 12 Activity 1C .................................................................................................................................... 13 Activity 1D .................................................................................................................................... 14 Activity 2A .................................................................................................................................... 15 Activity 2B .................................................................................................................................... 16 Activity 2C .................................................................................................................................... 17 Activity 3A .................................................................................................................................... 17 Activity 3B .................................................................................................................................... 18 Activity 3C .................................................................................................................................... 19 Activity 3D .................................................................................................................................... 20 Activity 4A .................................................................................................................................... 20 Activity 4B .................................................................................................................................... 21 Activity 4C .................................................................................................................................... 21 Activity 5A .................................................................................................................................... 22 Activity 5B .................................................................................................................................... 23 Activity 5C .................................................................................................................................... 24 Activity 5D .................................................................................................................................... 25 Activity 5E .................................................................................................................................... 26 Summative Assessments.......................................................................................................27 Section A: Skills Activity ............................................................................................................. 29 Section B: Knowledge Activity (Q & A).................................................................................... 31 LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 2 of 33 Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:  Address each question including any sub-points  Demonstrate that you have researched the topic thoroughly  Cover the topic in a logical, structured manner  Your assessment tasks are well presented, well referenced and word processed  Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:  Presenting any work by another individual as one's own unintentionally  Handing in assessments markedly similar to or copied from another learner  Presenting the work of another individual or group as their own work  Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 3 of 33 If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 4 of 33 Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 5 of 33 Assessment requirements Assessment can either be:  Direct observation  Product-based methods e.g. reports, role plays, work samples  Portfolios – annotated and validated  Questioning  Third party evidence. If submitting third party evidence, the Third-Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be:  Supervisors  Trainers  Team members  Clients  Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 6 of 33 Reasonable Adjustment As a learner, I have been advised of my rights and responsibilities regarding Reasonable Adjustment. I understand how it relates to measures or actions that can be taken by an education provider, to assist me to succeed in my training program where I have identified myself as having a disability or impairment that could prevent me from fulfilling the requirements of my chosen program. I have indicated where necessary, on my enrolment form, those disabilities that may require a reasonable adjustment to my training schedule and I have ensured that my trainer is aware of any additional recognised issues that will require changes to the standard delivery of this program of study. Should any of these circumstances change during my study I will notify my trainer as soon as possible and my trainer will list these changes here with my signature. I certify I have read and accept the above information as part of my responsibilities during my program of study. Name: Change in circumstance Date: Date LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Trainer signature Student signature JUNE 2018 Page 7 of 33 Assessment Task Coversheet Students must clearly and accurately complete an Assessment Task Coversheet for all assessment tasks and other types of evidence to be submitted for a unit(s) of competency. Original work will not be returned to students as ASMI is required to hold assessments for six months after completion for audit purposes. Students should retain a copy for their records, ASMI does not accept responsibility for work that goes missing in postage between the student and the organisation. Any students wishing to have their original work back after the six-month period should contact the administration office by email [email protected]. Assessment Task Details: Assessment Task Name: Unit Name: Student Name: Start Date: Is this a resubmission? No Yes Student Declaration: I declare that the above-named Assessment Task is my own work. None of this work has been completed by any other person and I have not cheated, plagiarised or colluded with any other students. I have correctly referenced all resources and reference texts through the Assessment Task. I have read and understood ASMI’s Student Code of Conduct and understand that if I am found to be in breach of this code, disciplinary action may be taken against me/us by ASMI. Name: Signature: Date: Assessor Feedback: Please complete this form and return a copy to the student and forward the original to the administration office along with the Assessment Task. The assessment task has been determined as: Competent Not Competent Feedback for the student: Name: Signature: LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Date: JUNE 2018 Page 8 of 33 Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: Observation is on-the-job The observation will usually require:  Performing a work-based skill or task  Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:  Performing a skill or task that is asked of you  Undertaking a simulation exercise. Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 9 of 33 Third Party Guide You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include:  Assessment is required in the workplace  Where there are health and safety issues related to observation  Patient confidentiality and privacy issues are involved. If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks. We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role. Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process. The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves. Documents relevant to collection of third party evidence are included in the Third-Party section in the Observations/Demonstrations document. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 10 of 33 Activities checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activities been answered and performed fully, as required to assess the competency of the learner? Yes No (Please tic box) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please tic box) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Learner’s signature Assessor’s signature LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 11 of 33 Activities Complete the following activities individually (as applicable to the specific activity and the assessment environment). Activity 1A Objective To provide you with an opportunity to confirm food production requirements from food preparation list and standard recipes 1. List the reasons why a food preparation list is a valuable tool. 2. List the information that can be found when referring to a recipe. Activity 1B Objective To provide you with an opportunity to calculate ingredient amounts according to requirements Using the information from the recipe below, calculate the amount of ingredients that would be needed if 10 servings were required. You may use rounding of amounts if necessary. Waldorf Salad: Serves 4        6 tbsp mayonnaise 2 tbsp lemon juice Seasoning, to taste 700g sweet apples, cored and chopped 350g cup red seedless grapes, sliced in half 4 stalks of celery, thinly sliced 200g walnuts, slightly toasted. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 12 of 33 Activity 1C Objective To provide you with an opportunity to identify and select appetiser and salad ingredients from stores according to recipe, quality, freshness and stock rotation requirements 1. What indicators may there be that the following produce was not fresh and/or of poor quality?  Cucumber  Shrimp  Cheddar cheese. 2. Explain the difference between use-by dates, best-before dates and rotation labels. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 13 of 33 3. What steps would you take with regards to stock rotation to minimise wastage? Activity 1D Objective To provide you with an opportunity to check perishable supplies for spoilage or contamination prior to preparation 1. What is meant by the term ‘perishable supplies’? 2. Give 5 examples of different things that may indicate supplies are spoiled or contaminated. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 14 of 33 3. What should you do if you find supplies that are spoiled or contaminated? Activity 2A Objective To provide you with an opportunity to select type and size of equipment suitable to requirements Create an equipment list of at least 5 items for each of the following categories:  Basic equipment – those items that are used for the creation of nearly every dish  `Additional equipment – those pieces that aren’t used as often or may be for specific techniques LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 15 of 33  Disposables – equipment that may be required to create a dessert but cannot be reused. Activity 2B Objective To provide you with an opportunity to safely assemble and ensure cleanliness of equipment before use 1. List at least 5 precautions that should be taken when using electrical kitchen equipment. 2. According to section 3.2.3 of the Food standards code, what factors make equipment easier to clean? LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 16 of 33 Activity 2C Objective To provide you with an opportunity to use equipment safely and hygienically according to manufacturer instructions 1. Outline the process for the safe washing of knives. 2. What precautions should you take when removing items from machinery? 3. What steps can be taken to prevent electrocution and electrical fires? Activity 3A Objective To provide you with an opportunity to sort and assemble ingredients according to food production sequencing 1. Provide an overview of no more than 100 words of the ‘mise en place’ method of preparation. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 17 of 33 2. Within your workplace, locate a recipe and from it, identify all the steps you would take to ensure the ‘mise en place’ stage of food production was complete. Activity 3B Objective To provide you with an opportunity to weigh and measure ingredients and create portions according to recipe 1. List the types of measuring and weighing equipment that may be used in a commercial kitchen. 2. Within your workplace identify the weighing scales and ensure you know how to use and read them correctly. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 18 of 33 Activity 3C Objective To provide you with an opportunity to clean and cut salad ingredients using basic culinary cuts according to quality standards 1. Explain how to clean fruits and vegetables thoroughly. 2. Many different types of knife cuts were outlined in the chapter:            Large dice Medium dice Paysanne Batonnet Small dice Julienne Brunoise Chiffonade Butterfly Oblique Rondelles. Your assessor will assign you 3 of these cuts and give you everything you need to complete them. Demonstrate that you know what each cut is. If possible, take photos of your completed cuts and attach to your workbook. If a practical assessment is not applicable, explain each type of knife cut thoroughly. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 19 of 33 Activity 3D Objective To provide you with an opportunity to minimise waste to maximise profitability of food items prepared List at least 6 steps that can be taken, both in the kitchen and from menu decisions to minimise waste and maximise profit in the workplace. Activity 4A Objective To provide you with an opportunity to select and use relevant cookery methods for salads and appetisers Outline the cookery methods may you need to use to make the following dishes:  Tuna Nicoise salad  Patatas bravas  Pear and goat’s cheese blini. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 20 of 33 Activity 4B Objective To provide you with an opportunity to prepare sauces and dressings according to recipe 1. List all the ingredients for a classic Caesar dressing. 2. Write a method for making a simple gravy. Activity 4C Objective To provide you with an opportunity to follow standard recipes and make food quality adjustm ents within scope of responsibility 1. Define the scope of responsibility in no more than 100 words and identify your scope of responsibility for quality food adjustments within your workplace. 2. List the types of adjustments that may be made to food. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 21 of 33 3. Using cookery books, internet searches or another method, find and write down a recipe appropriate for each of the following categories:      Canape Tapas Classic salad Warm salad Fruit salad. Activity 5A Objective To provide you with an opportunity to present dishes on appropriate service-ware 1. Give at least 5 examples of service-ware you could use to present salads and appetisers on. 2. What service-ware might you use for the following occasions? Provide two answers for each.  Dinosaur-mad 8-year-old boy’s birthday party LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 22 of 33  Charity ball  Golden wedding anniversary. Activity 5B Objective To provide you with an opportunity to add dips, sauces and garnishes according to standard recipes and regional variations 1. Which artistic techniques can be employed to apply sauces to a plate? Briefly, explain each one. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 23 of 33 2. List 5 examples of appropriate appetiser and salad garnishes. Activity 5C Objective To provide you with an opportunity to visually evaluate dish and adjust presentation 1. What must you consider when visually evaluating a dish? 2. What are the four elements of plating a dish? 3. Give three examples of questions you might ask yourself when visually evaluating a dish. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 24 of 33 Activity 5D Objective To provide you with an opportunity to store dishes in appropriate environm ental conditions 1. What factors need to be considered when storing dishes? 2. How can light affect food? 3. What affects the rate of photo-degradation? 4. What type of packaging and containers may be used for storing dishes? LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 25 of 33 Activity 5E Objective To provide you with an opportunity to clean work area, and dispose of or store surplus and re-usable by-products according to organisational procedures, environmental considerations, and cost-reduction initiatives 1. Identify the two stages of effective cleaning and elaborate on each 2. Discuss the way in which waste should be disposed of. 3. Discuss the ways in which produce can be reused to maximise profits and minimise the environmental impact. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 26 of 33 Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as:  Skills – skill requirements, required skills, essential skills, foundation skills  Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence Section A: Skills Activity The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. Section B: Knowledge Activity (Q & A) The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 27 of 33 If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 28 of 33 Section A: Skills Activity Objective: To provide you with an opportunity to show you have the required skills for this unit. A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. Reading skills to:  Locate information in food preparation lists and standard recipes to determine food preparation requirements  Locate and read date codes and rotation labels on food products Numeracy skills to:  Calculate the number of portions  Determine cooking times and temperatures Planning and organising skills to:  Efficiently sequence stages of food preparation and production Self-management skills to:  Manage own speed, timing and productivity Answer the activity in as much detail as possible, considering your organisational requirements. All activity answers will vary depending on the learner and the organisation they work for but the learner should be able to demonstrate their competency in the unit requirements. 1. Within your workplace or organisation, find an appetiser recipe or food preparation list. Using the recipe or list, locate necessary ingredients within your kitchen stores and list the date code and any rotation label information for each. 2. For one recipe where a cooked/heated element is required, locate the relevant recipe and calculate ingredients needed to cater for 12 people. Locate the correct cooking temperatures in the recipe and set the necessary equipment to that temperature. 3. For one standard recipe used within your organisation, efficiently sequence the stages of food preparation and production and show that you can manage your own speed, timing and productivity so that 12 uniform dishes are completed and presented within a time frame given to you by your assessor. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 29 of 33 LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 30 of 33 Section B: Knowledge Activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of:  Culinary terms and trade names for ingredients commonly used in the production of different appetisers and salads  Contents of stock date codes and rotation labels and their implication for food quality standards  Characteristics of different appetisers and salads: o appearance and presentation o classical and contemporary variations o freshness and other quality indicators o nutritional value o service style o taste o texture  Quality indicators for appetisers and salads  Cookery methods for appetisers and salads  Dressings, sauces and garnishes for salads  Mise en place requirements for appetisers and salads  Appropriate environmental conditions for storing appetiser and salad products to: o ensure food safety o optimise shelf life  Safe operational practices using essential functions and features of equipment used to produce appetisers and salads Answer each question in as much detail as possible, considering your organisational requirements for each one. All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently. 1. Using information from the learner guide, create an alphabetised glossary of terms related to the creation of salads and appetisers. It should have at least 15 entries. 2. Explain the difference between use-by dates, best before dates and rotation labels. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 31 of 33 3. Your assessor will assign you one variety of salad, e.g. Russian. Create a presentation about it that must include information about the following:        Appearance and presentation Classical and contemporary variations Freshness and other quality indicators Nutritional value Service style Taste Texture. 4. List 4 factors that may indicate a high-quality salad or appetiser. 5. List 4 cookery methods that can be used in the preparation of salads and appetisers and outline each. 6. List 5 common sauces and dressings that can be used with salads and appetisers. 7. Choose one standard salad or appetiser recipe used within your workplace or organisation and list all the mise en place processes you would need to carry out. Explain, how carrying out these processes impacts upon the dish’s preparation. 8. What would the appropriate environmental conditions be for a smoked salmon and cream cheese appetiser platter that was due to be served in an hour’s time in order to ensure the food remained safe and to retain its quality and freshness? 9. For one piece of equipment used in Salad or appetiser, explain the essential functions and features. You may refer to the manufacturer’s manual if needed. LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 32 of 33 LEARNER WORKBOOK | VERSION 1.0 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E JUNE 2018 Page 33 of 33