Learner Assessment Pack

Assessment Delivery
Candidate Information
This Learner Assessment Pack is designed for you to complete the assessment for SITHCCC030 -
Prepare vegetable, fruit, eggs and farinaceous dishes (Release 1). It may refer to your own
workplace/organisation, or to a simulated business provided by your assessor.
The assessment tasks include Knowledge Assessment where you need to demonstrate your
knowledge and understanding of the unit, and the Practical Assessment, where you need to
demonstrate your skills required in the unit. It is recommended that you complete the Practical
Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you
can complete the assessment in a simulated environment where resources and conditions similar to
a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with
the assessment.
Each Learner Assessment Pack is made up of these parts:
Assessment Delivery
Candidate Information
Steps for Candidate
Assessment Agreement
Assessment Tasks
Assessment Tasks, including:
 Knowledge Assessment
 Practical Assessment
Assessment Workbook Checklist
Assessment Workbook Checklist

Before you commence your assessment, ensure that you have a good knowledge of the subject,
have thoroughly read your Learner Resource, and clearly understand the assessment requirements
and the expectations of the industry to which the assessment is related.
Assessments are designed to be completed using your industry/organisation, but your Registered
Training Organisation (RTO) may assist you by contextualising the unit to be completed in a
simulated workplace environment.
You will be required to demonstrate knowledge and skills which must be observed directly by your
assessor. Where the observation task may be difficult for the assessor to directly observed, a video
recording of the practical observation task must be submitted as supplementary evidence.
Verification from at least one third-party signatory, and preferably two or more witnesses is required
to confirm your demonstration of these practical knowledge and skills. These witnesses would
usually be your current or recent supervisors, or your assessor.
The practical assessment tasks may be completed using your own workplace, a simulated
environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to

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your industry/organisation, you may be asked by your assessor to provide additional information
based on your industry/organisation.
Instructions are given for each task. If you have questions, or unclear how to proceed, consult with
your assessor.
Records of all aspects of the assessment must be kept in your Learner Assessment Pack

Steps for Candidates

Your Learner Assessment Pack:
1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations
and requirements of this assessment. You may also need to supply contact details of one or
two work referees who can confirm your skills in the industry.
Discuss with your assessor if you intend to undertake the practical assessment tasks based
on your employing organisation, in a simulated business, or in a mix of both.
2. Your Learner Assessment Pack is where you will get the task information. Complete each
task as instructed using either your own workplace, or using a simulated business, as
discussed with your assessor.
3. After you complete your assessment, gather and submit your evidence documents as
detailed in the task(s) in the timeframe agreed with your assessor.
Your assessor will advise you if there are any further steps for you to take to satisfactorily
complete this assessment.

Accessing Intranet Pages

Some assessment tasks may require you to access specific pages from the simulated business, The
Continent Hotel. Links to these pages are formatted in Blue Text.
To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users,
directly click the link.
The simulated business, The Continent Hotel, can be accessed by going to
https://thecontinenthotel.precisiongroup.com.au/.
Login to The Continent Hotel using these details:

Username: trinityinstitutelearner

Password: trinityinstitute@123

Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for candidates with a
disability - November 2010 - Prepared by - Queensland VET Development Centre

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Reasonable adjustment in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can
be as simple as changing classrooms to be closer to amenities or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with a disability have:
 The same learning opportunities as candidates without a disability, and
 The same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can
include:
 Customising resources and assessment activities within the training package or accredited
course
 Modifying the presentation medium
 Candidate support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure candidates needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to
assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It
includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting candidate assessment evidence must not impact on
the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For
example, if the assessment were gathering evidence of the candidate’s competency in writing,
allowing the candidate to complete the assessment verbally would not be a valid assessment
method. The method of assessment used by any reasonable adjustment must still meet the
competency requirements.

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Resources Required for Assessment
To complete the Practical Assessment tasks, you will require access to:
 Computer with internet and email access, and a working web browser
 Installed software: Word, Adobe Acrobat Reader
 An industry workplace, or a simulated industry environment that will allow you access to:
o Menu or product list of dishes offered by the organisation
o Standard recipes and mise en place of dishes offered by the organisation, including:
 Vegetable dishes
 Fruit dishes
 Egg dishes
 Farinaceous dishes
o Workplace documentation on the following:
 At leas one special customer request to apply to the dishes to prepare
 Ingredient inventory list
o Current commercial stock control procedures
o Organisational specifications for the food production sequencing
o Workplace procedures for restocking food items
o Workplace portion control procedures
o Organisational food safety plan with the organisation’s food safety practices
o Documents containing information on the following:
 Equipment manufacturer instructions
 Industry culinary standards in preparing ingredients
 Candidate’s job specification
 Organisational guidelines relating to food disposal and storage
 Organisational cleaning schedule
 Cost-reduction initiatives
o Organisational specifications for presentation requirements of food dishes
o Organisational template for standard recipe in spreadsheet format
o Safety data sheets (SDS) for cleaning agents
o Diverse and comprehensive range of perishable food suppliers for commercial
cooker or catering operations as specified in the performance evidence
o Blender
o Food processor
o Planetary mixer
o Commercial grade work benches (1.5 m per person)
o Commercial oven with trays (one per two persons)
o Deep-fryer
o Gas, electric or induction stop top (two burners per person)
o Hot plate or griddle
o Salamander or other form of griller (one per eight persons)
o Pasta machine

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 o Hand-held beaters
o Cutting boards
o Grater
o Juicer
o Sharpening steel
o Sharpening stone
o Chef’s knife
o Utility knife
o Measuring jugs
o Measuring spoons
o Portion control scoops
o Mouli
o Scoops, skimmers and spiders
o Scales
o Stainless steel bowls
o Steamer
o Spoons and ladles
o Sieve
o Pastry brush
o Scraper
o Spatula
o Strainers and chinois
o Tongs and serving utensils
o Thermometer
o Cool room or fridge
o Freezer
o Designated storage areas for dry goods and perishable
o Shelving
o Trays
o Sink
o Food safe gloves
o Cleaning cloths
o Commercial cleaning and sanitising agents and chemicals for cleaning commercial
kitchens, equipment and food storage areas
o Dustpans and brooms
o Garbage bins and bags
o Hand towel dispenser and hand towels
o Mop and buckets
o Separate hand basin and soap for hand washing
o Sponges, brushes and scourers
o Tea towels
o Deep-fryer
o Gas, electric or induction stove top (two burners per person)

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o Hot plate or griddle
o Baking sheets and trays
o Containers for hot and cold food
o Stainless steel pots and pans
o Cast iron pots and pans
o Non-stick fry-pans
o Crockery
o Cutlery and serving utensils
o Opportunity to:
 Workplace Assessment Task 1:
- Prepare ingredients for each dish identified
- Prepare equipment to be used in cooking each dish identified
 Workplace Assessment Task 2:
- Cook and present at least ten dishes
- Respond to at least one customer request
- Clean the candidate’s work area
- Store surplus and re-usable by-products

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 Learner Assessment Pack
Assessment Tasks

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Knowledge Assessment
Question 1

Complete the table below regarding terms used in standard recipes for convenience and fresh products.
 Identify at least two culinary terms for each type of ingredient used in standard recipes listed below.
 In your own words, define each culinary term identified.
 Identify at least two trade names for each type of ingredient used in standard recipes listed below.

Types of Ingredients Culinary Terms Definition of Culinary Term Trade Names

a. Convenience Products

1. Vegetables i. i.

ii. ii.

2. Fruits i. i.

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 ii. ii.

3. Egg i. i.

ii. ii.

4. Farinaceous i. i.
dishes

ii. ii.

b. Fresh Products

1. Vegetables i. i.

ii. ii.

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2. Fruits i. i.

ii. ii.

3. Egg i. i.

ii. ii.

4. Farinaceous i. i.
dishes

ii. ii.

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Question 2

Answer the questions below about contents of date codes and rotation labels for stocks.

a. Define contents of each date codes listed below:

i. Use-by Date

ii. Best-before Date

b. Define the contents of rotation labels for stock.

i. Name of food

ii. List of ingredients and

allergens (if
applicable)

iii. Date prepared or

opened

iv. Use-by date or best-

before date

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Question 3

Read the scenarios about food preferences relating to classical and contemporary dining trends
for vegetable dishes.
Answer the questions that follow.

Scenario 1
Joanna is the head chef in local restaurant famous for its Caesar Salad.
The Caesar Salad that the restaurant offers uses romaine lettuce as its base, and is sprinkled with
croutons, anchovies and lemon. A creamy dressing made from eggs is added on top of the dish
along with olive oil, parmesan and Worcestershire sauce. Joana sees to it that every Caesar Salad
to be served to customers has a particular strong aroma and with slightly spicy flavours.

a. Identify the classical dish offered by the local restaurant Joana works in.

b. Identify the four ingredients of the dish offered.

i.

ii.

iii.

iv.

c. Identify the characteristic of the dish offered that Joana ensures before serving to
customers.

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Question 3

Scenario 2
Jefferson’s restaurant serves the best Gratin in town.
People from all over the country visit Jefferson’s restaurant to try out the Gratin they serve. As
they continue to be celebrated, Jefferson devise variations of their Gratin to keep their dish’s
popularity from going stale.
In their most recent variation, the restaurant offers a Gratin combined with aged gouda cheese.
This gives the gratin a stronger distinctive flavour compared to using unaged cheese. Additionally,
the aged gouda gives off a strong, pungent aroma to the Gratin dish.

a. Identify the dish served by Jefferson’s restaurant.

b. In your own words, briefly explain why Jefferson created variants of the dish.

c. Identify the characteristic of the dish variation that the restaurant offers.

Question 4

Read the scenarios about food preferences relating to classical and contemporary dining trends
for fruit dishes.
Answer the questions that follow.

Scenario 1
Cecil inherited her family’s recipe for apple pie served in their diner.
The apple pie recipe that was passed down from generation to generation typically use fresh
mashed apples and butter as the main source of its fruity flavour. Each apple pie is meticulously
handmade to ensure that it is topped with caramelised lattice crust that is both crisp and tender.

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Question 4

Cecil checks frequently to make sure that the family recipe is preserved over the years.

a. Identify the dish Cecil inherited from her family.

b. Identify at least two ingredients used to create the dish.

i.

ii.

c. Identify the characteristic of the dish offered that is preserved over the years.

Scenario 2
Samantha manages their family diner famous for its Guacamole.
As the locals around the diner grow tired of the dish over the years, Samantha developed a new
variant for their Guacamole. She infuses their traditional guacamole with 1-2 tablespoons of fresh
minced serrano pepper to add a spicy flavour to the guacamoles’ chunky and creamy texture.

a. Identify the dish that Samantha’s family diner is famous for.

b. Identify the reason why Samantha felt the need to create a new variant of the dish.

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Question 4

c. Identify the characteristic of the dish variation that the diner offers.

Question 5

Read the scenarios about food preferences relating to classical and contemporary dining trends
for egg dishes.
Answer the questions that follow.

Scenario 1
Jessie manages a breakfast buffet in one of the restaurants in the Continent Hotel.
Hotel guests from different regions expect the morning menu to be something they’re familiar
with. As the breakfast buffet manager, Jessie makes sure that food being served is standard
breakfast recipes. Among the food served during the breakfast buffet is Eggs Benedict. The dish
mainly consists of toasted muffin, poached eggs, bacon and hollandaise sauce. Each eggs benedict
served at the buffet has a pillowy base drizzled with sauce.

a. Identify the dish offered at the breakfast buffet.

b. Identify the four ingredients used to create the dish.

i.

ii.

iii.

iv.

c. Identify the characteristic of the dish offered following standard recipes.

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Question 5

Scenario 2
James is a chef at La Bellissima, an Italian restaurant in the Continent Hotel.
To keep things fresh for hotel guests, the restaurant features monthly exclusive variations of
dishes in their menu. James is tasked to create a variation of the Frittata dish which will be
headlined for the month of October. He decides to use roasted red pepper as the frittata dish’s
base and adds spinach as a supplementary ingredient. This allowed the frittata to have an herby
texture and flavour with faint sweet and nutty yet tangy notes from the spinach.

a. Identify the dish James was tasked to make a variation of.

b. Identify the two ingredients James decided to use for the dish.

i.

ii.

c. Identify the characteristic of the dish variation that James has decided to make.

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Question 6

Read the scenarios about food preferences relating to classical and contemporary dining trends
for farinaceous dishes.
Answer the questions that follow.

Scenario 1
Kimiko owns an Italian restaurant popular for its classical spaghetti dish.
Guests from various places visit Katherine’s restaurant just to try her signature spaghetti dish that
has retained its traditional taste for more than five decades. The spaghetti sauce used to create
the dish is made from fresh tomatoes and is combined with skimmed milk to create a creamy
texture. Basil leaves are added to provide spice and aroma to the spaghetti dish.

a. Identify the classical dish offered by Katherine’s Italian restaurant.

b. Identify at least two ingredients used to create the dish.

i.

ii.

c. Identify the characteristic of the dish offered by Katherine’s Italian restaurant.

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Question 6

Scenario 2
Willy manages a restaurant serves food specific for people following the trend on keto diet.
The restaurant serves grilled meat with java rice but uses fish, seafood and poultry instead of beef
and pork to make the dish lighter. This allows the dish to concentrate on high fat content,
promoting conversion of fat to ketones for body fuel. People who are into losing weight frequent
Willy’s restaurant as it supports their dietary goals.

a. Identify the dish served by Willy’s restaurant

b. Identify at least two ingredients Willy’s restaurant swap pork and beef with.

i.

ii.

c. In your own words, briefly explain how changing the ingredients affected the dish offered.
Your response must be in 20 words or more.

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Question 7

Complete the table below regarding information on different dishes:

a. Identify at least two dishes for each type of dishes listed below.
b. Identify at least two accompaniments used for each dish identified.
c. Identify at least two sauces used for each dish identified.
d. Identify at least one equipment used to produce each dish identified.
e. In your own words, briefly describe the function of the identified equipment used to produce each dish identified.
Your response must be in 30 words or more.
f. Identify at least one feature of the identified equipment used to produce each dish identified.
g. Identify at least one safe practice in using the identified equipment.

Accompaniments Equipment Used to Function of Equipment Feature Safe Practice in

Dishes Sauces Used
Used Produce Dish Equipment Used Using Equipment

a. Vegetable dishes

i. i. i.

ii. ii.

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 Accompaniments Equipment Used to Function of Equipment Feature Safe Practice in
Dishes Sauces Used
Used Produce Dish Equipment Used Using Equipment

ii. i. i.

ii. ii.

b. Fruit dishes

i. i. i.

ii. ii.

ii. i. i.

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 Accompaniments Equipment Used to Function of Equipment Feature Safe Practice in
Dishes Sauces Used
Used Produce Dish Equipment Used Using Equipment

ii. ii.

c. Egg dishes

i. i. i.

ii. ii.

ii. i. i.

ii. ii.

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 Accompaniments Equipment Used to Function of Equipment Feature Safe Practice in
Dishes Sauces Used
Used Produce Dish Equipment Used Using Equipment

d. Farinaceous dishes

i. i. i.

ii. ii.

ii. i. i.

ii. ii.

Question 8

Complete the table below regarding the historical and cultural origin of different food dishes:
 Identify at least two examples of each type of food dish listed below served to customers.

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  Describe the historical origin of each food dish identified.
 Describe the cultural origin of each food dish identified.

Food Dish Examples of Food Dishes Historical Origin Cultural Origin

1. Fruit dishes i.

ii.

2. Vegetable dishes i.

ii.

3. Egg dishes i.

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 Food Dish Examples of Food Dishes Historical Origin Cultural Origin

ii.

4. Farinaceous dishes i.

ii.

Question 9

Complete the table below regarding the historical and cultural origin of different food products:
 Identify at least two examples of each type of food product listed below.
 Describe the historical origin of each food product identified.
 Describe the cultural origin of each food product identified.

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 Food Product Examples of Food Product Historical Origin Cultural Origin

1. Vegetable products i.

ii.

2. Fruit products i.

ii.

3. Egg products i.

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 Food Product Examples of Food Product Historical Origin Cultural Origin

ii.

4. Farinaceous products i.

ii.

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Question 10

Complete the table below regarding cookery techniques:

a. Describe each cookery technique listed below.
b. In 30 words or more, briefly explain how each cookery technique listed below is
performed.

Cookery Techniques Description How Technique is Performed

i. Boiling

ii. Frying

iii. Scrambling

iv. Poaching

v. Omelette

vi. Souffle

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Question 11

Complete the table below regarding food safety risks for egg products:
 In 30 words or more, briefly explain how each risk associated with egg products listed
below affects food safety.
 In 30 words or more, briefly explain how each food safety risk listed can be controlled.

Food Safety Risks How Risk Affects Food Safety How Risk Can Be Controlled
with Egg Products

a. Raw egg products

i. Contamination
of eggs with
Salmonella

ii. Cracks

b. Alternative egg products

This refers to plant-based food items used as replacement for eggs in dishes that typically
used egg as an ingredient.

i. Cross-
contamination
with animal
ingredients

ii. Microbial
growth

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Question 12

Complete the table below regarding culinary functions using eggs:

a. Describe each culinary function using eggs listed below.
b. In 30 words or more, briefly explain how each culinary function listed below is performed.

Culinary Functions Using Description How Culinary Function is

Eggs Performed

i. Aerating

ii. Binding

iii. Setting

iv. Coating

v. Enriching

vi. Emulsifying

vii. Glazing

viii. Thickening

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Question 13

Complete the table below regarding plating methods used in serving dishes.
a. Describe each plating method listed below.
b. In your own words, briefly explain how each plating method listed below is used for practicality of service to customers.
Each response must be in 30 words or more.
c. In your own words, briefly explain how each plating method listed below is used for practicality of customer consumption.
Each response must be in 30 words or more.

How Plating Method is Used for How Plating Method is Used for
Plating Methods Description
Practicality of Service Practicality of Customer Consumption

i. Classic
Plating

ii. Free Form

Plating

iii. Landscape
Plating

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