Contents

Introduction........................................................................................................................................ 3
Assessment for this unit.................................................................................................................... 3
Preparing for assessment.................................................................................................................. 3
Assessment Task 1: Knowledge questions........................................................................................ 4
Information for students................................................................................................................. 4
Questions...................................................................................................................................... 7
Assessment Task 1: Checklist..................................................................................................... 11
Assessment Task 2: Student logbook.............................................................................................. 12
Information for students............................................................................................................... 12
Activities...................................................................................................................................... 13
Assessment Task 2: Student Logbook checklist..........................................................................16

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Introduction
Welcome to the Student Assessment Tasks for SITHCCC001 Use food preparation equipment.
These tasks have been designed to help you demonstrate the skills and knowledge that you have
learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also
follow the advice provided in the Hospitality Works Student User Guide. The Student User Guide
provides important information for you relating to completing assessment successfully.

Assessment for this unit

SITHCCC001 Use food preparation equipment describes the performance outcomes, skills and
knowledge required to safely use commercial kitchen equipment to prepare a range of different
food types.
For you to be assessed as competent, you must successfully complete two assessment tasks:
 Assessment Task 1: Knowledge questions – You must answer all questions correctly.
 Assessment Task 2: Student Logbook – You must complete a range of food preparation tasks
using basic cookery methods and complete a Student Logbook. The assessor must also
observe you while you complete a range of cooking tasks.

Preparing for assessment

Please read through all of the assessment tasks and related documents carefully before you get
started. Ensure that you have everything that you need and seek clarification from your trainer,
assessor or workplace supervisor if you have any questions.

Supporting resources: Supporting resources include templates, journals, workbooks and

portfolios which can be used to support you in providing evidence of your competence. Your
assessor will provide you with these documents before you begin your assessment tasks. For
this unit, the supporting resources comprise:
 Student Logbook (Assessment Task 2)
 Service planning template (Assessment Task 2)

Once you have read through the assessment tasks and are satisfied that you are clear on the
requirements and submission dates, complete and sign a Student Assessment Agreement. Your
assessor will countersign the agreement and keep it on file. You will find a Student Assessment
Agreement in Appendix B of your Hospitality Works Student User Guide or your RTO will provide
you with one.
Remember to check your Hospitality Works Student User Guide for information about:
 submitting assessments  re-assessment guidelines
 assessment appeals  responding to written questions.

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 Assessment Task 1: Knowledge questions

 Information for students

 Knowledge questions are designed to help you demonstrate the knowledge which you have
acquired during the learning phase of this unit. Ensure that you:
 review the advice to students regarding answering knowledge questions in the Hospitality
Works Student User Guide
 comply with the due date for assessment which your assessor will provide
 adhere with your RTO’s submission guidelines
 answer all questions completely and correctly
 submit work which is original and, where necessary, properly referenced
 submit a completed cover sheet with your work
 avoid sharing your answers with other students.


  Assessment information
i
 Information about how you should complete this assessment can be found in
Appendix A of the Hospitality Works Student User Guide. Refer to the appendix for
information on:
 where this task should be completed
 the maximum time allowed for completing this assessment task
 whether or not this task is open-book.
 Note: You must complete and submit an assessment cover sheet with your work.
A template is provided in Appendix C of the Student User Guide. However, if your
RTO has provided you with an assessment cover sheet, please ensure that you
use that.


 Student Assessment Agreement

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
 Make sure you read through the assessments in this booklet before you fill out and sign the
agreement below.

 If there is anything that you are unsure of, consult your assessor prior to signing this
agreement.

 Have you read the assessment requirements for this unit? ☐ Yes ☐ No
 Do you understand the requirements of the assessments for this unit? ☐ Yes ☐ No
 Do you agree to the way in which you are being assessed? ☐ Yes ☐ No
 Do you have any specific needs that should be considered? ☐ Yes ☐ No
 If so, explain these in the space below:







 Do you understand your rights to re-assessment? ☐ Yes  No
 Do you understand your right to appeal the decisions made in an assessment? ☐ Yes
☐ No




 Student name 

 Student number 

 Student signature 

 Date 

 Assessor name 

 Assessor

signature

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  Date 





 Assessment Cover Sheet

 Student Declaration
 To be filled out and submitted with assessment responses.

 ☐ I declare that this task is all my own work and I have not cheated or plagiarised the work or
colluded with any other student(s).

 ☐ I understand that if I am found to have plagiarised, cheated or colluded, action will be

taken against me according to the process explained to me.

 ☐ I have correctly referenced all resources and reference texts throughout these assessment
tasks.

 Student name 

 Student ID 
number

 Student 
signature

 Date 

 Assessor declaration
 ☐ I hereby certify that this student has been assessed by me and that the assessment has
been carried out according to the required assessment procedures.

 Assessor name 

 Assessor 
signature

 Date 

 ☐
 ☐
 Assessment N  ☐
 Resubmission ☐Y / ☐N
outcome Y DNS
C
C


 Assessment  C  NY  DN  Comment
Tasks C S

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 Task 1  ☐  ☐  ☐ 

 Task 2  ☐  ☐  ☐ 

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 Questions

1. Identify correct food safety procedures for the following:

 Vegetables  Utilize perfect, running water when washing your leafy

foods.
 Wash foods grown from the ground that have a skin, prior
to stripping or setting them up.
 Wash and scour foods grown from the ground that have
firm, harsh surfaces like potatoes.
 Eggs  Wash hands, utensils, hardware, and work surfaces with hot,
foamy water when they interact with crude eggs and crude
egg-containing food sources. Cook eggs until both the yolk
and the white are firm. Fried eggs ought not be runny. Meals
and different dishes containing eggs ought to be cooked to
160° F.
 Raw meat  To protect meat for eating, you need to ensure it's kept at the
correct temperature. Like other high-hazard food sources,
meat should be kept chilled under 5°C and frozen under -
15°C. Raw meat ought to likewise be put away under
prepared to eat food, with the goal that meat juices don't
dribble down and taint it.
 Reheating food  In the event that you warm recently cooked and cooled
possibly perilous food, you should warm it quickly to 60°C or
more smoking. Preferably, you should plan to warm food to
60°C inside a limit of two hours to limit the measure of time
that food is at temperatures that favour the development of
microscopic organisms or arrangement of poisons.
 Cooling food  Divide food into more modest bits in shallow holders to
cool, being mindful so as not to taint the food as you do
this.
 Utilize fast cooling hardware (for example an impact
chillier)
 Mix fluid foods, for example, sauce regularly, utilizing a
perfect and cleaned utensil.
 Use water or ice water showers.

2. Describe each of these precision cuts:

 Brunoise  The brunoise is the best dice and is gotten from the
julienne. Any more modest and the cut is viewed as a
mince. To brunoise, assemble the julienned vegetable
strips, at that point dice into even 3mm solid shapes. This
cut is regularly utilized for making sauces like tomato
concise or as a sweet-smelling trim on dishes

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  Chiffonade  Chiffonade is a cutting procedure wherein verdant green
vegetables like spinach, brownish, or Swiss chard, or a
level leaved zest like basil, are cut into long, feeble strips.
This is refined by stacking leaves, moving them
immovably, by then cutting the leaves inverse to the roll.
 A concasse cut involves peeling, deseeding and chopping
 Concasse
a tomato. In order to make the tomato easier to peel you
will have to drop it in simmering water then plunge it into
an ice bath


 Jardinière  It is a french cooking term significance to cut a vegetable

into thickish twirly doos. Strip and wash the vegetable, at
that point regularize its shape into a square shape or
square by garnish and following it and making right the
sides. ... Cut the vegetables into pieces 10 cm (4 inches)
in length.
 Julienne  The julienne is otherwise called the matchstick cut. As its
name proposes, what you're going for is a slender, stick-
shape cut. To make a julienne cut, make right your
vegetable at that point cut longwise into 3mm-dainty
rectangular cuts. At that point cut these cuts into
matchsticks.
 Macedoine  A Macédoine is a French cooking term meaning a
combination of vegetables, or organic product, or both, cut
or slashed up, and served crude or cooked, cold or hot.
The size that the food thing is cut into can change,
contingent upon the proposed application

 Mirepoix  Mirepoix implies 1: diced onions, carrots, celery and leek.

The kind of cut of the mirepoix . The dices are generally
cut about 1cm and don't need to be totally customary.
When discussing the cut, it ought to be about 1cm and
standard.

 Paysanne  Paysanne is a French cooking term used to portray a way

of cutting vegetables. To cut vegetables paysanne-style,
you cut them meagerly, however cut them more as
indicated by their shape whenever the situation allows. On
the off chance that you are cutting carrots, you cut them
into slight circles, as their shape would direct

3. Define mise en place and explain its purpose in regards to preparing, cooking and presenting
food.

Mise en place is a French expression for having every one of your fixings estimated, cut,
stripped, cut, ground, and so on before you begin cooking. Container are readied. Blending
bowls, apparatuses and hardware set out. It is a procedure gourmet specialists use to amass
suppers so rapidly and easily.

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4. Explain the difference between sharpening a knife and honing a knife, when each should be
performed and what equipment you use

Sharpening removes material from the blade to produce a new, sharp edge, while honing
keeps the blade sharp by pushing the edge of the knife back to the center..

5. Briefly explain the purpose/use of each of these knives:

 Butcher boning  It is utilized in food groundwork for eliminating the bones

of poultry, meat, and fish. A few plans highlight an angled
edge to improve the simplicity of a solitary pass cut in
eliminating fish tissue from its bones.

 Boning  A boning knife is the best knife for cutting meat bones and
managing ligament to make the ideal joint or cut prior to
cooking. The sharp tip and thin edge settle on it an
incredible decision for cutting around the bone without
destroying the encompassing tissue..

 Chef  An advanced specialist’s knife is a multi-reason knife

intended to perform well at many contrasting kitchen
errands, instead of dominating at any one specifically. It
very well may be utilized for mincing, cutting, and hacking
vegetables, cutting meat, and disjointing enormous cuts.

 Filleting  A filet knife is a kitchen knife utilized for fileting. It gives

great control and helps in fileting. It is a truly adaptable
individual from the boning knife family that is utilized to
filet and get ready fish. Filet knife edges are normally 15
to 28 cm (6 to 11 in) long.

 Palette  A palette knife is an unpolished device utilized for

blending or applying paint, with an adaptable steel cutting
edge. It is principally utilized for applying paint to the
material, blending paint tones, adding surface to the
painted surface, glue, and so on, or for marbling,
beautifying endpapers, and so forth
 Utility  A utility knife is useful for hacking more modest food
sources and vegetables, similar to shallots. It shares a
considerable lot of the characteristics of a culinary
specialist knife, yet it tends to be a helpful instrument
when working with more modest food things, as the utility
knife takes into account more exact cutting work.
 Vegetable  As the name recommends, a vegetable knife is
fundamentally, or even only, used to cut vegetables.
Planning vegetables, including cutting, hacking, cutting,
and dicing both little and huge vegetables

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6. It’s important to work safely when using kitchen equipment. Many of the safety requirements
apply to all equipment. Identify three key things you can do when working safely with
equipment such as blenders, food processors and mixers.

 Never wear a tie or jewellery when using a food processor. Tie long hair back or
secure under a cap. Try not to put a food processor blender and mixer base in water
or different fluids.

 Keep the food processor and force rope away from oven burners or different
wellsprings of warmth.

 Blenders work at rapid and utilize a lot of force. Apparatus that isn't as expected fixed
to a firm base is a hazardous working climate.

7. List three key safety considerations you need to make when using graters (both electrical and
handheld).

 Go lethargic, use alert, and watch your knuckles.

 Wear cut-safe gloves, which add a layer of security in case you're stressed over
wounds.

 Utilize longer strokes for quicker grind

 Spot cheddar in cooler for 30 minutes preceding grinding; it'll be firmer and simpler to
grind.

8. List three key procedures you need to follow when cleaning and maintaining equipment.

 Wash in a warm arrangement of endorsed cleanser.

 Rinse in clear water or running water.

 Disinfect in an adequate substance arrangement or hot (171°F) water.

 Air dry prior to reusing.

9. List five items you need to clean equipment and your work area

 Glass polishing cloths

 Protective gloves.

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  Cleaning brushes.

 A mop and bucket.

 A dustpan and brush

10. Choose at least one piece of equipment that requires the following maintenance:
 Blades to be adjusted : Equipment is knife
 oiling/lubrication: Drum handling
 Explain how these processes are completed and how you would work safely.
 Tools or equipment with sharp blades or edges can include: knives. Dull blades require more
force, increasing the chance of injury.
 Drum handling:
As with all lubricant storage, oil drums should be stored in a clean, cool and dry environment.
Also, try to maintain a consistent temperature. Best practice would be to have an air-
conditioned room at a constant 70 degrees F, since extreme temperatures can affect the life
and effectiveness of your lubricants. The heat that is produced by the equipment is transferred
to the oil so that it .There is a grading scale for oil and different applications require different
oil. Higher efficiency, longer life, better reliability, and less money spent on maintenance are
goals.



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11. Explain how you would deal with the following issues:
 You are assembling a blender and realise that the container/jar has a crack in it. You
know there are spare ones that can be used.
I will discard the jar and use the spare one because crack in the jar will leak a liquid or
crack also cannot be repaird.
 You are trying to change the blades on a mandolin slicer. One of the plastic components
snap because you have been having trouble removing the blade.
For some time I will try to make it work if it will not work then I will get new one or make it
repair. If I will keep trying it will cause harm to my fingers
 You are having trouble getting an attachment to fit in the food processor. You think that
someone may have stored this attachment incorrectly – you think it belongs to another
model.
I will try to rearrange it if I cannot then will try to find its part or get a new one.
 One of your colleagues has set up a blender right near the basin. When you suggest they
should move it, they wave their hand and dismiss your concerns.

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 Assessment Task 1: Checklist
 Student’s name:

 Did the student provide  Completed

a sufficient and clear successfully
answer which met the ?  Comments
requirements of the
assessor marking  Ye  N 
guide? s o

 Question 1  ☐  ☐ 

 Question 2  ☐  ☐ 

 Question 3  ☐  ☐ 

 Question 4  ☐  ☐ 

 Question 5  ☐  ☐ 

 Question 6  ☐  ☐ 

 Question 7  ☐  ☐ 

 Question 8  ☐  ☐ 

 Question 9  ☐  ☐ 

 Question 10  ☐  ☐ 

 Question 11  ☐  ☐ 

 Task outcome: Satisfactory ☐ Not Satisfactory ☐

 Additional Comments 




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 Assessment Task 2: Student logbook


 Information for students

 Cooking tasks required for this unit

 This unit of competency requires that you:
 safely and hygienically use the following fixed and handheld equipment:
o blenders o butcher and boning knives
o food processors o filleting knives
o graters o palette knives
o mandoline slicers o measures
o mouli o scales
o planetary mixers o thermometers
o peelers, corers or slicers o whisks: fine and coarse stainless
steel wire
o sharpening steels and stones
 use the above equipment to prepare each of the following foods:
o fruit and vegetables o coatings
o meat o condiments and flavourings
o poultry o garnishes
o seafood o oils
o batters o sauces and marinades
 You must also:
 demonstrate use of these precision cuts:
o brunoise o julienne
o chiffonnade o macédoine
o concasse o mirepoix
o jardinière o paysanne
 Instructions for how you will complete these requirements are included below.


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 Activities
 Complete the following activities.

1. Carefully read the following information.

  Successful completion of this unit requires that you complete the range of
cooking tasks listed above. It is important that you provide evidence that you
have successfully completed each task. We have provided a Student Logbook
to help you.

 Below is a guide to the skills and knowledge you must demonstrate when you
are completing each task. We have provided a number of documents to assist
you and you will find these in your Student Logbook.

 What do I need to demonstrate?

 During your practical assessments you will be required to demonstrate a range
of the skills and knowledge that you have developed during your course.
These include:
 interpreting standard recipes and food preparation lists
 confirming food production requirements
 calculating ingredient amounts
 weighing and measuring ingredients accurately
 selecting the knives required for the food to be prepared
 selecting routine and specialised equipment and utensils for the food to be
prepared
 ensuring that food preparation equipment is safely assembled, clean and
ready for use
 using equipment safely and hygienically
 making precision cuts to prepare food
 using equipment according to the manufacturer’s instructions
 cleaning and maintaining equipment according to the manufacturer’s
instructions
 measuring and using correct amount of cleaning agents on equipment
 making minor adjustments to equipment (including oiling and adjusting blades)
 identifying and reporting on any unsafe or faulty equipment (where applicable)
 rectifying issues with equipment within your level of responsibility (where
applicable)
 working safely and hygienically at all times
 working sustainably by minimising waste and using energy responsibly.

How will I provide evidence?

 In your Student Logbook you will find some detailed information about
providing evidence, the preparation and planning documents you must
complete each time you cook, a logbook summary and a Reflective journal.
Each time you prepare a dish for assessment of this unit, you will need to:

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  complete a Service planning document
 complete a Reflective journal (a reflective journal provides an opportunity for
you to think about the processes you undertook – what went well, what you
would do differently next time); it also helps you to provide evidence for your
assessment
 ask your supervisor/assessor to sign the Supervisor Declaration section at the
end of your Reflective journal.
 Your assessor will also observe some of your cooking and food preparation
and complete an observation checklist.

Tips for completing your Student Logbook

 Read through this assessment and your Student Logbook before you get
started and make sure you understand what you need to do. If you are unsure,
speak to your assessor and/or supervisor.
 Stay up to date! Complete a logbook entry at the end of each time you cook
and ask your supervisor to do the same. Providing organised, complete
evidence forms part of your assessment.
 Stay in touch with your assessor. Ask questions, raise issues, check in,
communicate.
 Most importantly, ask for help if you are having trouble!

12. Determine production requirements.

  To ensure you have everything you need to prepare the required food, you will
need to:
 interpret the standard recipe and associated food preparation list which you
will be working from and:
o confirm the food production requirements
o calculate the number of portions and the amount of each ingredient that
you require
o identify the food preparation equipment that you require
o ensure the appropriate food preparation equipment is clean, safe and
ready for use
 A Service planning template has been provided to help you.
13. Use equipment to prepare food.

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   Now it’s time to put all of that planning and organising to work. Prepare the
required foods as per the standard recipe and food preparation list. Ensure
that:
 all food is handled and prepared safely and hygienically
 you follow portion control procedures
 you manage your own speed, timing, sequencing and productivity to ensure
efficiency
 you assemble and use all equipment safely and hygienically as per
manufacturer’s instructions
 you check that equipment is clean and ready for use
 you demonstrate the range of precision cuts required of this task
 your knife selection is appropriate to the type of food being prepared
 you work sustainably to minimise the amount of waste produced and to reduce
the use of energy and resources
 you clean equipment by using the correct amount and type of cleaning agents
 you make minor adjustments including oiling and blade adjustment
 you work within commercial time constraints.
 Where any equipment shows signs of faults or other issues that indicate it may
be unsafe to use, report immediately to your trainer/assessor or supervisor.

  Complete a Reflective journal for each time you prepare food as part of your
assessment for this unit. Don’t forget to ask your supervisor/assessor to
complete the declaration.

14. Submit documents to your assessor.

  Finalise your Student Logbook. Ensure all documents are clear and complete.
It should include the following completed documents for each time you cook a
dish as part of your assessment for this unit.
 Service planning
 Reflective journal (endorsed by your supervisor/assessor).
 Send or submit the completed Student Logbook to your assessor.
 Respected Sir,

 Hello. Attached with this mail is the service planning Template and reflective journal
documents. It will be approved after your final consent.

 Waiting for your kind reply

 Regards,

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 Assessment Task 2: Student Logbook checklist
 Student’s name:

 Did the student:  Completed  Comments

successfully
?

 Ye  N 
s o

 Safely and hygienically use the  ☐  ☐ 

following fixed and handheld
equipment:
 blenders
 food processors
 graters
 mandolin slicers
 mouli
 planetary mixers
 peelers, corers or slicers
 sharpening steels and stones
 butcher and boning knives
 filleting knives
 palette knives
 measures
 scales
 thermometers
 whisks: fine and coarse stainless
steel wire?

 Use the above equipment to  ☐  ☐ 

prepare each of the following foods:
 fruit and vegetables
 meat
 poultry
 seafood
 batters

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 coatings
 condiments and flavourings

 garnishes
 oils
 sauces and marinades?

 Demonstrate use of these precision  ☐  ☐ 

cuts when preparing fruit and
vegetables:
 brunoise
 chiffonnade
 concasse
 jardinière
 julienne
 macédoine
 mirepoix
 paysanne?

 Interpret the standard recipes and  ☐  ☐ 

associated food preparation lists to:
 confirm food production
requirements
 calculate number of portions
 calculate ingredient quantities?

 Identify and select ingredients to be  ☐  ☐ 

prepared?

 Select types of knives required?  ☐  ☐ 

 Select equipment suitable for  ☐  ☐ 

requirements?

 Ensure that equipment was  ☐  ☐ 

assembled and used safely,
hygienically and according to
manufacturer instructions?

 Ensure cleanliness of equipment  ☐  ☐ 

before use?

 Follow portion control procedures?  ☐  ☐ 

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 Make minor adjustments including  ☐  ☐ 
oiling and blade adjustment?

 Clean equipment by using the  ☐  ☐ 

correct amount and type of cleaning
agents?

 Work sustainably to minimise  ☐  ☐ 

waste?

 Work safely and hygienically at all  ☐  ☐ 

times?

 Work sustainably to reduce use of  ☐  ☐ 

resources and energy?

 Prepare food within commercial  ☐  ☐ 

time constraints?

 Report any issues or faults with  ☐  ☐ 

equipment immediately (where
applicable)?

 Task outcome: Satisfactory ☐ Not Satisfactory ☐

 Additional Comments 







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