SITHPAT016

PRODUCE DESSERTS

ASSESSMENT

Student Name : Ramandeep Singh

Student Id no : XZJZAM6WG5
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ASSESSMENT INFORMATION FOR

STUDENTS
Throughout your training we are committed to your learning by providing a training and
assessment framework that ensures the knowledge gained through training is translated into
practical on the job improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply to
your workplace.

 Your ability to apply your learning.

 Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will
guide your learning and provide feedback on your responses to the assessment materials until
you have been deemed competent in this unit.

HOW YOU WILL BE ASSESSED

The process we follow is known as competency-based assessment. This means that evidence of
your current skills and knowledge will be measured against national standards of best practice,
not against the learning you have undertaken either recently or in the past. Some of the
assessment will be concerned with how you apply your skills and knowledge in your workplace,
and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and
knowledge and produce the critical evidence to successfully demonstrate competency at the
required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment
process. Your assessment tasks will outline the evidence to be collected and how it will be
collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during
assessment. Changes can be made to the way assessment is undertaken to account for special
needs and this is called making Reasonable Adjustment.

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What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome
been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get
there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will
provide you with the necessary feedback and guidance, in order for you to resubmit your
responses.

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only
be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel
you have sufficient grounds to believe that you are entitled to be assessed as competent. You
must be able to adequately demonstrate that you have the skills and experience to be able to
meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request
a form to make an appeal and submit it to your trainer, the course coordinator, or the
administration officer. The RTO will examine the appeal and you will be advised of the outcome
within 14 days. Any additional information you wish to provide may be attached to the appeal
form.

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence
in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior
Learning (RPL).

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do
this they need to:
 Ensure that participants are assessed fairly based on the outcome of the language,
literacy and numeracy review completed at enrolment.

 Ensure that all documentation is signed by the student, trainer, workplace

supervisor and assessor when units and certificates are complete, to ensure that
there is no follow-up required from an administration perspective.

 Ensure that their own qualifications are current.

 When required, request the manager or supervisor to determine that the student is
‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means
consistently meeting the standard expected from an experienced operator.

 When required, ensure supervisors and students sign off on third party assessment
forms or third party report.

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 Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a
footer on each page with the student name, unit code and date. Your assessment needs to be
submitted as a hardcopy or electronic copy as requested by your trainer.

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:
Type of Answer Answer Guidelines

Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text
Long Answer 8 typed lines = 100 words, or
10 lines of handwritten text = 1⁄3of a foolscap page
Brief Report 500 words = 1 page typed report, or
50 lines of handwritten text = 11⁄2foolscap handwritten pages
Mid Report 1,000 words = 2 page typed report
100 lines of handwritten text = 3 foolscap handwritten pages
Long Report 2,000 words = 4 page typed report
200 lines of handwritten text = 6 foolscap handwritten pages

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the
sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City,
State

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ASSESSMENT GUIDE
The following table shows you how to achieve a satisfactory result against the criteria for each
type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process
is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of
these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more
questions
Answers address the question in Answers do not address the
full; referring to appropriate question in full. Does not refer to
sources from your workbook appropriate or correct sources.
and/or workplace
Third Party Report Supervisor or manager observes Could not demonstrate
work performance and confirms consistency. Could not
that you consistently meet the demonstrate the ability to achieve
standards expected from an the required standard
experienced operator
Written Activity The assessor will mark the activity Does not follow
against the detailed guidelines/instructions
guidelines/instructions
Attachments if requested are Requested supplementary items
attached are not attached
All requirements of the written Response does not address the
activity are addressed/covered. requirements in full; is missing a
response for one or more areas.

Responses must refer to One or more of the requirements

appropriate sources from your are answered incorrectly.
workbook and/or workplace Does not refer to or utilise
appropriate or correct sources of
information
Observation/Demonstration All elements, criteria, knowledge Could not demonstrate elements,
and performance evidence and criteria, knowledge and
critical aspects of evidence, are performance evidence and/or
demonstrated at the appropriate critical aspects of evidence, at the
AQF level appropriate AQF level
Case Study All comprehension questions Lack of demonstrated
answered correctly; demonstrating comprehension of the
an application of knowledge of the underpinning knowledge (remove)
topic case study. required to complete the case
study questions correctly. One or
more questions are answered
incorrectly.
Answers address the question in Answers do not address the
full; referring to appropriate question in full; do not refer to
sources from your workbook appropriate sources.
and/or workplace

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ASSESSMENT COVER SHEET

Assessment Cover Sheet

Student’s name: Ramandeep Singh USI XZJZAM6WG5

Date
Assessors Name:
Submitted:
The following questions are to be completed by the assessor:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected
Yes No
and how?
Have the Student’s rights and the appeal system been fully
Yes No
explained?
Have you discussed any special needs to be considered during
Yes No
assessment?
The following documents must be completed and attached:

 Written Activity and Checklist

The student will complete the written activity provided to
S NYS
them by the assessor. The Written Activity Checklist will be
completed by the assessor.
 Observation / Demonstration and Checklist
The student will demonstrate a range of skills and the assessor
S NYS
will observe where appropriate to the unit. The Observation
Checklist will be completed by the assessor.
 Questions and Questions Checklist
The student will answer a range of questions either verbally or
S NYS
written. The Questioning Checklist will be completed by the
assessor.
Student Declaration

I agree to undertake assessment in the knowledge that information gathered will only be used
for professional development purposes and can only be accessed by the RTO

I declare that:
✓ The material I have submitted is my own work;
 I have kept a copy of all relevant notes and reference material that I used in the production
of my work;
 I have given references for all sources of information that are not my own, including the
words, ideas and images of others.
Student
Ramandeep Singh Date:
Signature:

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QUESTIONS
Answer the following questions in writing. Please discuss this with your assessor before you
commence.

Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of
handwritten text. ( 18 questions )

1. Name 3 types of meringues and the different between them ?

Three types of meringues are French, Italian, and Swiss.
French meringue is made by whipping egg whites and sugar directly.
Italian meringue involves pouring hot sugar syrup into whipped egg whites.
Swiss meringue is made by heating egg whites and sugar over a water bath before whipping.

2. What is the different between cream Brule, panna cotta, and cream caramel ?
Crème brûlée is a baked custard topped with caramelized sugar.
Panna cotta is a creamy Italian dessert set with gelatin, often served with fruit or sauce.
Crème caramel, or flan, is a custard dessert with a layer of soft caramel on top.

3. What is the difference between pate sucree, sablee, and brisee

Pâte sucrée is a sweet pastry dough used for tarts, made with sugar, butter, flour, and eggs.
Pâte sablée is also sweet, with a sandy texture due to a higher proportion of butter.
Pâte brisée is a savory pie crust, less sweet and typically made with flour, butter, water, and
sometimes egg.

4. What is compote , coulis and pure ?

Compote is a dessert made from fruit cooked in sugar syrup until tender.
Coulis is a sauce made from puréed fruits or vegetables, often strained to remove seeds or
skins.
Purée refers to food, usually fruits or vegetables, that has been blended or mashed until
smooth.

5. What is the difference between sorbet, parfait, gelato , ice cream, and sherbet
Sorbet is a frozen dessert made from fruit puree or juice, sugar, and water, without dairy.
Gelato is Italian ice cream with less air and more milk, resulting in a denser texture.
Ice cream contains more cream and egg yolks than gelato, making it richer and creamier.
Sherbet is like sorbet but includes a small amount of dairy.
Parfait typically refers to a layered dessert of ice cream, fruits, and toppings.

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6. Name 15 dessert and the country of origin ?

1. Tiramisu - Italy
2. Crème brûlée - France
3. Baklava - Turkey/Greece
4. Churros - Spain
5. Macarons - France
6. Sacher torte - Austria
7. Pavlova - New Zealand/Australia
8. Mochi - Japan
9. Gulab jamun - India
10. Pastel de nata - Portugal
11. Key lime pie - United States (Florida)
12. Knafeh - Middle East (Levant region)
13. Lamingtons - Australia
14. Poffertjes - Netherlands
15. Cannoli - Italy

7. At what temperature C’ the sugar for honey comb is ready ?

The sugar for honeycomb (also known as cinder toffee or hokey pokey) is typically ready
when it reaches around 150°C (300°F) on a candy thermometer. At this temperature, the
sugar has reached the hard crack stage, which is essential for achieving the crisp texture of
honeycomb when it cools and hardens.

8. At what temperature C’ the sugar for soft ball is ready ?

The soft ball stage for sugar is reached at approximately 112-116°C (234-241°F) on a candy
thermometer. At this temperature, when a small amount of syrup is dropped into cold
water, it forms a soft, flexible ball that flattens when removed from the water. This stage is
used for making candies like fudge or soft caramel.

9. At what temperature C’ the caramel is ready ?

Caramel is typically ready when it reaches between 170°C to 180°C (338°F to 356°F) on a
candy thermometer. At this temperature range, the sugar has caramelized sufficiently to
achieve the desired flavor and color, ranging from light golden to deep amber depending on
preference.

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10. what is the main ingredients for ganache and mention 3 ratio of ganache ?
The main ingredients for ganache are chocolate and heavy cream.
Three common ratios for making ganache, which determine its consistency and use:

1. 1:1 Ratio (Equal Parts) - Used for pouring over cakes or as a filling. It consists of equal
weights of chocolate and heavy cream.

2. 2:1 Ratio (Chocolate to Cream) - This creates a thicker ganache suitable for truffles or
frosting. It consists of twice the weight of chocolate compared to cream.

3. 3:1 Ratio (Chocolate to Cream) - A very thick ganache, ideal for making truffles that need
to be rolled or shaped. It consists of three times the weight of chocolate compared to cream.

11. why we temper a chocolate and how we temper it ?

Chocolate is tempered to stabilize cocoa butter crystals, ensuring a smooth texture, glossy
finish, and proper snap when cooled. To temper, melt chocolate, cool slightly, then stir in
unmelted chocolate until it reaches specific temperatures for dark, milk, or white chocolate.
This process prevents dullness and ensures quality consistency.

12. what is chocolate coverture and what is chocolate compound ?

Chocolate coverture refers to high-quality chocolate with a high cocoa butter content
(typically 30% or more). It's used by chocolatiers for coating truffles, molding chocolates,
and dipping fruits. Chocolate compound, on the other hand, contains vegetable fats instead
of cocoa butter, making it cheaper and more stable at higher temperatures, but with a
different flavor and texture compared to coverture.

13. what is the different between Caster sugar, granulated sugar, raw sugar, icing sugar, palm
sugar and glucose
- Caster sugar: Fine granulated sugar used in baking to dissolve easily. It's finer than
granulated sugar.

- Granulated sugar: Common table sugar with medium-sized crystals, used in cooking and
baking.

- Raw sugar: Less refined than granulated sugar, with larger crystals and a bit of molasses
flavor.

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- Icing sugar (Powdered sugar): Very finely ground sugar mixed with cornstarch, used for
making icing and frosting.

- Palm sugar: Made from palm tree sap, it comes in various forms (solid blocks, paste,
granules) and adds a caramel-like flavor.

- Glucose: A simple sugar (monosaccharide) used in cooking and baking as a sweetener and
for its ability to prevent crystallization in candies and icings.

14. What is au bain-marie

Au bain-marie is a French cooking technique where a container holding food is placed into
another larger pan or pot filled with hot water. This gentle indirect heat helps to cook or
warm the food gradually and evenly, without burning or overheating. It's commonly used
for melting chocolate, making custards, or heating delicate sauces.

15. What is pastry cream, cream diplomat, cream anglaise, cream Chantilly, and zabaglione ?
- Pastry cream: Also known as crème pâtissière, it's a thick, creamy custard made from milk,
egg yolks, sugar, and cornstarch or flour. It's used as a filling for pastries like éclairs or tarts.

- Cream diplomat: It's pastry cream lightened with whipped cream or stabilized whipped
cream, giving it a lighter texture and flavor. It's used as a filling for cakes or pastries.

- Cream anglaise: A classic French dessert sauce made from egg yolks, sugar, and hot milk or
cream, flavored with vanilla. It's served as a pouring sauce over desserts like puddings or
fruit.

- Cream Chantilly: Also known as whipped cream, it's heavy cream whipped until light and
fluffy with powdered sugar and vanilla extract. It's used as a topping for desserts like cakes,
pies, or fruit.

- Zabaglione: An Italian dessert made from egg yolks, sugar, and sweet wine (typically
Marsala), whisked over gentle heat until thick and frothy. It's served warm or chilled as a
dessert on its own or as a sauce over fruit or cake.

16. From Which country and what is dulce de leche ?

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Dulce de leche originates from Argentina and Uruguay. It is a thick, sweet caramel-like sauce
or spread made by slowly heating sweetened milk until it caramelizes, resulting in a rich
and creamy texture with a deep caramel flavor. It's used in desserts, pastries, and as a
topping or filling in various sweets.

17. How do you know that your cream anglaise need to stop cooking ?
Cream anglaise should be cooked until it reaches the desired consistency, which coats the
back of a spoon and leaves a clear trail when you run your finger through it. It should not
boil, as overheating can cause the eggs to curdle. Once it coats the spoon and reaches a
smooth, silky texture, it's ready to be removed from the heat and cooled or served.

18. What is the different between macarons and macaroons ?

Macarons and macaroons are two distinct types of cookies:

1. Macarons:
- Origin: France.
- Description: Sandwich cookies made with almond flour, egg whites, and sugar, filled with
ganache, buttercream, or jam.
- Texture: Smooth top, delicate, airy, and crispy exterior.
- Appearance: Typically colorful and often round with a smooth, flat top.

2. Macaroons:
- Origin: Likely originated in Italy, but popularized in various countries including the
United States.
- Description: Cookies made with shredded coconut, egg whites, and sugar, sometimes
with additional ingredients like nuts or chocolate.
- Texture: Chewy and dense.
- Appearance: Irregularly shaped mounds with a textured, coconut-filled surface.

The main differences lie in their ingredients, textures, origins, and appearance.

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Result and Feedback

Feedback to Student:

Overall Outcome Competent Not yet Competent

Assessor
Date:
Signature:

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OBSERVATION/DEMONSTRATION
The following task must be completed with an industry realistic ratio of kitchen staff to
customers, this may be in an industry workplace with staff and customers, or in a simulated
industry environment with individuals who participate in role plays or simulated activities, set
up for the purpose of assessment.

For this task you will require access to the fixtures and large equipment, small equipment, a
diverse and comprehensive range of commercial ingredients for the desserts specified in the
performance evidence, cleaning materials and equipment, and the organisational specifications
as outlined under the Training and Assessment heading on pages 8-12 of this document.

For this task you are to:

1. Follow standard and special recipes to produce at least 10 of the following common
desserts, including at least 2 modified for different special dietary requirements:
a. Bavarois.
b. Crème brulee.
c. Crème caramel.
d. Crêpes.
e. Custards and creams.
f. Flans.
g. Fritters.
h. Ice-cream.
i. Meringues.
j. Mousse.
k. Parfait.
l. Pies.
m. Prepared fruit.
n. Puddings.
o. Sabayon.
p. Sorbet.
q. Soufflé.
r. Tarts.

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2. Prepare each of the 10 desserts:

a. Ensuring consistency in quality, size, shape and appearance.
b. Within commercial time constraints.
c. Reflecting the required quantities to be produced.
d. Following all procedures for portion control and food safety practices when
handling and storing desserts.
e. Responding to special customer requests and dietary requirements as they arise.

You will need to complete the following steps to select the ingredients for each of the 10
desserts:

3. Use the food preparation list and standard recipes to confirm the food production
requirements.
4. Calculate the required ingredient amounts.
5. Identify the ingredients require, and select them from stores according to all recipe,
quality, freshness and stock rotation requirements.

Perform each of the following steps to select, prepare and use equipment for each of the 10
desserts:

6. Select equipment of a type and size of suitable to the requirements.

7. Safely assemble equipment and ensure its cleanliness before use.
8. Safely and hygienically use equipment according to manufacturer instructions.

For each dessert prepared, complete the following steps to portion and prepare the ingredients:

9. Sort and assemble the required ingredients according to food production sequencing.
10. Weigh and measure wet and dry ingredients according to the recipe and to the quantity
of desserts required.
11. Minimise wastage to maximise the profitability of the desserts produced.

Produce the desserts and accompanying sauces by performing the following steps:

12. Follow standard recipes and use the appropriate cookery methods from the list below to
achieve the desired product characteristics in desserts:
a. Adding fats and liquids to dry ingredients.
b. Baking.

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c. Chilling.
d. Flambé.
e. Freezing.
f. Poaching.
g. Reducing.
h. Selecting and preparing appropriate dessert moulds.
i. Steaming.
j. Stewing.
k. Stirring and aerating to achieve required consistency and texture.
l. Using required amount of batter according to desired characteristics of finished
products.
m. Weighing or measuring and sifting dry ingredients.
n. Whisking, folding, piping and spreading.
13. Produce each of the following hot and cold sauces to the desired consistency and
flavour, and use each at least once when preparing your range of desserts:
a. Chocolate based sauce.
b. Custard and crème.
c. Flavoured butter and cream.
d. Fruit purée, sauce or coulis.
e. Fruit syrup.
f. Sabayon and zabaglione.
g. Sugar syrup.
14. As required, use thickening agents suitable for sweet sauces.
15. Make adjustments to food quality within your scope of responsibility.

Complete the following steps to portion, present and store each of your 10 produced desserts:

16. Portion the desserts to maximise the yield and the profitability of food production.
17. Use accompaniments that balance and enhance the taste and texture of desserts.
18. Use the following types of garnishes and decorations at least once each when producing
desserts, ensuring to select complementary flavours and textures:
a. Coloured and flavoured sugar.
b. Fresh, preserved or crystallised fruits.
c. Jellies.
d. Shaved chocolate.
e. Sprinkled icing sugar.
f. Whole or crushed nuts.

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19. Plate the desserts, including accompaniments and garnishes, attractively, decoratively
and with an artistic flair that is appropriate for the occasion and the item.
20. Plate and decorate the desserts for practicality of service and for customer consumption.
21. Visually evaluate all desserts and adjust presentation as required before serving.
22. Display desserts with the appropriate sauces and garnishes.
23. Store desserts in the appropriate environmental conditions.
24. Clean the work area, and dispose of or store any surplus and re-usable by-products
according to all organisational procedures, environmental considerations, and cost-
reduction initiatives.

Once you have effectively predicted at least 10 different desserts from the list provided,
including at least 2 produced to meet requirements of different special dietary requirements,
and including use of the appropriate cooking methods and all of the outlined sauces, garnishes
and decorations, and under the required conditions, you will need to sit down with your
assessor and discuss:

25. Each cooking method used when preparing the desserts.

26. The special dietary requirements that needed to be considered when producing your
desserts, and the substitutions made to the dish to ensure dietary requirements were
met.
27. Each of the garnishes and decorations used throughout the task.
28. Techniques used to garnish, decorate, plate and present the desserts attractively.
29. Mise en place requirements for the desserts produced.
30. The contents of stock date codes and rotation labels.
31. The key health and legal consequences of failing to address special requirements.

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OBSERVATION/DEMONSTRATION
CHECKLIST
*Multiple copies of the checklist will need to be printed if the observation is to be observed more
than once.

Observation/Demonstration Checklist
The observation/demonstration checklist is used by the assessor to observe the student demonstrating
the application of the required skills and knowledge. For details on how to conduct and contextualise for
competency, please refer to the section on contextualisation above.

*The assessor needs to ensure that they take detailed notes on the performance of the student in the
comments section provided.

Student Name:

Assessor Name:

The student is able to demonstrate competency by:

How and where actions were
Yes No
observed:
The student has performed each of the following actions successfully in their observation:

Follow standard and special recipes to produce at least 10 of the following common desserts:

 Bavarois.

 Crème brulee.

 Crème caramel.

 Crêpes.

 Custards and creams.

 Flans.

 Fritters.

 Ice-cream.

 Meringues.

 Mousse.

 Parfait.

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 Pies.

 Prepared fruit.

 Puddings.

 Sabayon.

 Sorbet.

 Soufflé.

 Tarts.

Prepare the desserts:

 Ensuring consistency in quality,

size, shape and appearance.
 Within commercial time
constraints.
 Reflecting the required quantities
to be produced.
 Following all procedures for
portion control and food safety
practices when handling and
storing desserts.
 Responding to special customer
requests and dietary
requirements as they arise.
The student has performed each of the following actions successfully in their observation to produce each
of the 10 desserts selected:
Use the food preparation list and standard
recipes to confirm the food production
requirements.
Calculate the required ingredient
amounts.
Identify the ingredients require, and
select them from stores according to all
recipe, quality, freshness and stock
rotation requirements.
Select equipment of a type and size of
suitable to the requirements.
Safely assemble equipment and ensure its
cleanliness before use.
Safely and hygienically use equipment
according to manufacturer instructions.
Sort and assemble the required
ingredients according to food production
sequencing.
Weigh and measure wet and dry
ingredients according to the recipe and to
the quantity of desserts required.

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Minimise wastage to maximise the

profitability of the desserts produced.
Follow standard recipes and use the appropriate cookery methods from the list below to achieve the
desired product characteristics in desserts:
 Adding fats and liquids to dry
ingredients.
 Baking.

 Chilling.

 Flambé.

 Freezing.

 Poaching.

 Reducing.
 Selecting and preparing
appropriate dessert moulds.

 Steaming.

 Stewing.
 Stirring and aerating to achieve
required consistency and texture.
 Using required amount of batter
according to desired
characteristics of finished
products.
 Weighing or measuring and
sifting dry ingredients.
 Whisking, folding, piping and
spreading.
Produce each of the following hot and cold sauces to the desired consistency and flavour, and use each at
least once when preparing your range of desserts:
Chocolate based sauce.

 Custard and crème.

 Flavoured butter and cream.

 Fruit purée, sauce or coulis.

 Fruit syrup.

 Sabayon and zabaglione.

 Sugar syrup.

 As required, use thickening

agents suitable for sweet sauces.

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 Make adjustments to food quality

within your scope of
responsibility.
 Portion the desserts to maximise
the yield and the profitability of
food production.
 Use the following types of
garnishes and decorations at least
once each when producing
desserts, ensuring to select
complementary flavours and
textures:
 Jellies.

 Shaved chocolate.

 Sprinkled icing sugar.

 Whole or crushed nuts.

 Plate the desserts, including
accompaniments and garnishes,
attractively, decoratively and
with an artistic flair that is
appropriate for the occasion and
the item.
 Plate and decorate the desserts
for practicality of service and for
customer consumption.
 Visually evaluate all desserts
and adjust presentation as
required before serving.
Display desserts with the appropriate
sauces and garnishes.
Store desserts in the
appropriate environmental conditions.
Clean the work area, and dispose of or
store any surplus and re-usable by-
products according to all organisational
procedures, environmental
considerations, and cost-reduction
initiatives.
The student effectively discussed the following:

 Each cooking method used when

preparing the desserts.
 The special dietary requirements
that needed to be considered
when producing your desserts,
and the substitutions made to the
dish to ensure dietary
requirements were met.
 Each of the garnishes and
decorations used throughout the
task.

SITHPAT016 Produce desserts ( 18 questions )

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 Techniques used to garnish,

decorate, plate and present the
desserts attractively.
 Mise en place requirements for
the desserts produced.
 The contents of stock date codes
and rotation labels.
The key health and legal consequences of
failing to address special requirements.

Details of Students Performance:

Feedback Given to Student:

Result  Satisfactory  Not Yet Satisfactory

Assessor Signature Date:

SITHPAT016 Produce desserts ( 18 questions )