Contents
Assessment Task 1: Knowledge questions. 6
Assessment Task 1: Checklist 9
Assessment Task 2: Research report 10
Assessment Task 2: Checklist 12
Assessment Task 3: Student logbook. 14
Assessment Task 3: Student Logbook checklist 20
Welcome to the Student Assessment Tasks for SITHCCC012 Prepare poultry dishes. 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.
SITHCCC012 Prepare poultry dishes describes the performance outcomes, skills and knowledge required to prepare and cook a range of poultry dishes following standard recipes. It requires the ability to select, prepare and portion poultry, and to use relevant equipment, cookery and food storage methods.
For you to be assessed as competent, you must successfully complete three assessment tasks:
- Assessment Task 1: Knowledge questions – You must answer all questions correctly.
- Assessment Task 2: Research report – You must research the historical and cultural origins of two dishes.
- Assessment Task 3: 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.
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:
· Research Report Template (Assessment Task 2) · Student Logbook (Assessment Task 3) · Service Planning Template (Assessment Task 3) |
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
- assessment appeals
- re-assessment guidelines
- responding to written questions.
Make sure you read through the assessments in your student assessment 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? | þ Yes | o No |
| Do you understand the requirements of the assessments for this unit? | þ Yes | o No |
| Do you agree to the way in which you are being assessed | þ Yes | o No |
| Do you have any specific needs that should be considered | o Yes | þ No |
| If so, explain these in the space below. |
| Do you understand your rights to reassessment? | þ Yes | o No | ||
| Do you understand your right to appeal the decisions made in an assessment? | þ Yes | o No | ||
| Student name | ||||
| Student ID number | ||||
| Student signature | ||||
| Date | ||||
| Assessor name | Mohammad Shah Jamal BADAL | |||
| Assessor signature | ||||
| Date | ||||
Assessment Task 1 – Cover Sheet
Student declaration
To be filled out and submitted with assessment responses
þ 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).
þ 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.
þ I have correctly referenced all resources and reference texts throughout these assessment tasks.
| Student name | |
| Student ID number | |
| Student signature | |
| Date |
Assessor declaration
þI 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 | Mohammad Shah Jamal BADAL | |||||
| Assessor signature | ||||||
| Date | ||||||
| Assessment outcome | S | NS | DNS | Resubmission | Y | N |
Feedback
Student result response
þ My performance in this assessment task has been discussed and explained to me.
o I would like to appeal this assessment decision.
| Student signature | |
| Date |
Assessment Task 1: Knowledge questions
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 | |
| 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. |
- List at least three food safety issues which you must consider when handling poultry. Describe how you would reduce each risk.
| Risk | Strategy for reducing risk |
| Cross contamination | Use different cutting boards, tools, and plates for raw poultry and other items.
Before handling raw poultry and thereafter, properly wash your hands with soap and water. |
| Under cooking | To guarantee that all hazardous germs are eliminated, cook poultry to the required internal temperature of 165°F (74°C).
Check the internal temperature of the thickest portion of the bird with a meat thermometer. To prevent uneven cooking and bacterial development, avoid only half cooking poultry and completing it later. |
| Storage and handling | Use poultry within 1-2 days of purchase or before the expiration date. Refrigerate poultry at or below 40°F (4°C).
Avoid letting frozen poultry sit at room temperature and instead securely thaw it in the fridge, microwave, or cold water bath. |
- Describe three indicators which you would use to select poultry which is fresh.
Appearance:
Fresh poultry ought to seem plump, firm, and juicy. The skin should be flawless, without any blemishes, wounds, or discolorations. The flesh shouldn’t have any grey or yellow undertones and should instead be rosy or white.
Smell:
Fresh poultry should smell subtle and slightly sweet. It may be rotten and unsafe to eat chicken if it smells sour, ammonia-like, or bad.
Texture:
When you softly press on fresh poultry with your fingertips, it should feel solid and elastic. The fowl can be past its prime and unsafe to eat if it feels mushy, slimy, or squishy.
- Describe three indicators of quality which you would use to select poultry.
Color:
The meat of premium poultry should be uniformly coloured and free of any deformities or imperfections. Chicken, for instance, should be pinkish or white, whereas turkey, should be cream or brown in colour.
Texture:
A good bird should be solid and smooth to the touch, with firmly packed flesh fibres. The skin shouldn’t be too tight or dry, and it should be soft. The meat ought to be moist and soft after cooking.
Amount of fat:
A healthy quantity of fat should be present throughout the flesh of good-quality poultry, since this enhances taste and softness. Yet too much fat may grease the meat and lower its quality. Look for fowl that has a modest quantity of fat spread evenly throughout the flesh.
- List three signs that poultry has spoiled.
- Foul odour
- Slimy texture
- Change in colour and appearance
- List at least three requirements for the safe storage of poultry. At least one requirement must be the correct temperature range to store poultry at.
Temperature control: Poultry should be stored at a temperature of 40°F (4°C) or below to prevent the growth of harmful bacteria. This means that you should keep poultry in the refrigerator and avoid storing it at room temperature for extended periods.
Proper packaging: Poultry should be tightly wrapped or placed in a sealed container to prevent cross-contamination with other foods and to keep it from drying out. You can use plastic wrap, aluminum foil, or food-grade containers to store poultry.
Hygienic storage: Poultry should be stored in a clean and hygienic environment to prevent the spread of bacteria. You should clean and sanitize the refrigerator and any storage containers before and after storing poultry. Also, you should avoid storing poultry near raw or cooked foods to prevent cross-contamination.
- List at least two requirements for storing poultry to optimise its shelf life.
- Freezing
- Vacuum sealing
- Describe three safety techniques when using a boning knife to cut poultry.
Sharpen your knife:
Because a sharp knife can cut through meat with less effort than a dull one, it is safer to use one. Accidents may occur because a dull knife is more prone to slide or become trapped in the meat. Thus, it’s crucial to routinely sharpen and maintain the sharpness of your boning knife.
Protect the poultry:
When cutting the poultry, it is crucial to secure it to stop it from sliding or shifting. You may hold the fowl in place with a fork or a set of tongs, a cutting board with a non-slip surface, or both. This will assist you in keeping the knife under control and prevent mishaps.
Use correct cutting methods:
It’s crucial to follow the right cutting procedures while slicing poultry using a boning knife. This entails cutting the meat while moving the knife back and forth, keeping your fingers and other body parts away from the blade, and keeping the blade directed away from your body. In order to prevent mishaps, you should also make sure that your workspace is clear and well-lit.
- Describe four items which you should check before using a mincer to prepare poultry.
The blade of a mincer
Make sure the mincer blade is in good shape and sufficiently sharp to cut through the poultry.
Feeding tube
Make sure the feeding tube is clear and unobstructed by anything.
The power source and the motor:
You should make sure the mincer’s motor is functional and in good shape.
The safety and hygiene precautions:
Before using the mincer, ensure sure it is clean and sterilised, as well as any associated equipment.
- Describe four mise en place tasks related to poultry which you can complete without affecting the quality of the dish.
- Cleaning and trimming: To get rid of any extra fat or unattractive pieces, clean and trim the fowl before you start cooking. Without harming the dish’s quality, this can be done a long time before cooking.
- Making the ingredients: You may also make the vegetables or herbs that will be used in the recipe and set them aside. When it’s time to cook the fowl, this will enable you to work more quickly.
- Equipment preheating: To save time later, you may preheat any equipment, such as an oven or a grill that will be used to cook the fowl. The dish’s quality won’t be impacted by this as long as the machinery is adjusted appropriately
- Making a cooking plan: You may make a strategy for how you’ll prep and cook the fowl before you start cooking. This might involve calculating the cooking time, picking the best cooking technique, and gathering the required tools and supplies. Making a plan will enable you to work more quickly and with less chance of making mistakes.
- Describe one task related to poultry which is not suitable to be completed during mis en place.
Cooking the poultry is one job connected to poultry that should not be done during mise en place. While preparing food and setting up the kitchen, this process is known as mise en place. Cooking chicken during this time might result in undercooked or overdone poultry that is unsafe to consume. To reduce the risk of foodborne disease, poultry should be cooked right away after preparation.
- Define the following, poultry related, culinary terms:
- Barding –
Barding is a culinary technique where a thin layer of fat, such as bacon or lard, is wrapped around lean meat or poultry to keep it moist and add flavor during the cooking process. The fat layer melts into the meat, basting it as it cooks, resulting in a tender and juicy finished product.
- De boning –
Deboning is the process of removing the bones from meat, poultry, or fish. It is typically done for aesthetic purposes, to make the meat easier to eat, or to create a boneless cut of meat. Deboning can be a delicate process that requires skill and precision to ensure the meat remains intact and undamaged.
- Marinating –
Marinating is a process of soaking food, usually meat or vegetables, in a seasoned liquid mixture called a marinade. The purpose of marinating is to enhance the flavor and tenderness of the food and also to tenderize tougher cuts of meat. Marinating typically involves combining ingredients like oil, vinegar, herbs, spices, and acids such as lemon juice or wine.
- Mincing –
Mincing is a culinary technique that involves chopping ingredients into very small pieces, usually smaller than diced. The goal of mincing is to create uniformly sized pieces that are small enough to blend well with other ingredients. This technique is commonly used for garlic, onions, and herbs, and can be done with a sharp knife or a food processor.
- Rolling –
Rolling is a culinary technique that involves flattening or shaping dough, pastry, or other food items into a desired shape or thickness using a rolling pin or other similar tool. This technique is commonly used in baking to create even and uniform crusts for pies, tarts, and other pastries. Rolling can also be used to flatten meats for dishes like chicken cordon bleu or schnitzel.
- Trussing and tying –
Trussing and tying refer to the process of tying up a chicken or other poultry using kitchen twine to keep the wings and legs close to the body, resulting in a more even cooking and a more attractive presentation. This technique also helps to prevent the poultry from drying out and falling apart during the cooking process.
- Describe two convenience products commonly used in poultry dishes.
Turkey or chicken broth:
This is a liquid stock that has already been prepared using boiling bones from chicken or turkey, veggies, and seasonings. Without having to prepare your own stock from scratch, it’s a handy method to give meals like soups, stews, and sauces depth of flavour.
Pre-cooked or frozen chicken breasts:
These chicken breasts have been prepared in advance or quickly frozen. For busy cooks who want to rapidly add protein to dishes without having to cook chicken from raw, they’re a time-saving choice. They may be included into many other recipes, including stir-fries, salads, and sandwiches.
- Describe three cookery methods commonly used when preparing poultry dishes. Include a description of how each method is used.
Roasting:
With this technique, chicken is roasted at a high temperature in the oven, often with herbs and spices, until the skin is golden and crispy and the flesh is well cooked. The process is frequently used to entire chickens or turkeys.
Grilling:
Grilling is the process of grilling chicken until the skin is blackened and the flesh is thoroughly cooked over an open flame or on a grill pan. This technique is frequently applied to chicken thighs, wings, and breasts.
Braising:
Braising is the process of slowly cooking chicken in liquid at a low heat, often in a covered pot or Dutch oven.
- List one accompaniment and/or sauces commonly used with each of the following types of poultry:
- Chicken
- Duck
- Turkey
- Game birds
Chicken: Chicken dishes are commonly served with a variety of sauces and accompaniments, such as tomato-based sauces, pesto, and salsa Verde
Duck: Duck is often served with fruity and tangy sauces like orange sauce, cherry sauce, or plum sauce.
Turkey: served with a variety of other sauces, such as mustard sauce, herb butter, or mushroom gravy.
Game birds: Game birds like pheasant, quail, and grouse are often served with rich and flavorful sauces, such as a red wine reduction, blackberry sauce, or juniper berry sauce.
- Locate at least two stock date codes and two rotation labels on poultry in your training kitchen’s stores or workplace and take a photo. Interpret the information on each and explain it. Submit the photographs with your explanatory notes to your assessor. Ensure that your notes include:
- when the item was delivered
- when the item was packed/prepared
- when the item is due for disposal
- how many days the item has left before it reaches its expiry date
- what the stock rotation details are for the item.
- What the storage temperature requirements are for the item.
- Describe the common cuts of:
- Chicken
- Turkey
- Common cuts of chicken include the whole chicken, chicken breast, chicken thigh, chicken drumstick, chicken wing, and chicken tenderloin.
- Common cuts of turkey include the whole turkey, turkey breast, turkey leg, turkey thigh, and turkey wing.
- Common cuts of duck include the whole duck, duck breast, duck leg, and duck wing.
- Describe the essential characteristics of:
- chicken
- duck
- feathered game
- turkey
How do the characteristics of each poultry type differ from each other?
Chicken: A domesticated bird kept for its meat and eggs is called a chicken. It has a delicate texture, a moderate flavour, and a lot of protein. Due to its low fat and calorie content, chicken flesh is a preferred and nutritious option.
Duck: A species of waterfowl, ducks are raised for their meat, eggs, and feathers. With more fat than chicken, duck meat offers a rich and unique taste. It is frequently used in recipes like roasted duck with orange sauce that call for strong, nuanced tastes.
Feathered game: Game birds like pheasant, quail, and grouse are referred to as feathered game. These birds are renowned for their tasty, lean flesh, which is frequently served with rich sauces. Unlike other poultry, feathered game has a unique flavour and texture.
Turkey: The flesh and eggs of this huge bird are consumed. Compared to duck or other game birds, it has a low fat content and a mild flavour as well as a sensitive texture. Traditional recipes like the turkey with stuffing and gravy served at Thanksgiving frequently use turkey.
| Student’s name: | ||||
| Did the student provide a sufficient and clear answer which met the requirements of the assessor marking guide? | Completed successfully? | Comments | ||
| Yes | No | |||
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| Task outcome: | ¨ Satisfactory | ¨ Not satisfactory | ||
| Assessor signature: | ||||
| Assessor name: | ||||
| Date: | ||||
Assessment Task 2 – Cover Sheet
Student declaration
To be filled out and submitted with assessment responses
þ 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).
þ 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.
þ I have correctly referenced all resources and reference texts throughout these assessment tasks.
| Student name | |
| Student ID number | |
| Student signature | |
| Date |
Assessor declaration
þI 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 | Mohammad Shah Jamal BADAL | |||||
| Assessor signature | ||||||
| Date | ||||||
| Assessment outcome | S | NS | DNS | Resubmission | Y | N |
Feedback
Student result response
þ My performance in this assessment task has been discussed and explained to me.
o I would like to appeal this assessment decision.
| Student signature | |
| Date |
Assessment Task 2: Research report
In this task, you will research two poultry dishes.
You will need access to:
- your learning resources and other information for reference
- your Research Report Template.
Ensure that you:
- review the advice to students regarding responding to written tasks 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 | |
| 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 · how your assessment should be submitted. Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix B of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that. |
Complete the following activities.
- Carefully read the following information.
| In this task, you will research two poultry dishes in order to discover their:
· historical and cultural origins · classical and contemporary variations · appearance and presentation · freshness indicators · quality indicators · nutritional value · service style · taste profile · texture profile. Your assessor may nominate the dishes which you should research or, alternatively, you will select two dishes which interest you or which are relevant to your workplace. Seek approval from your assessor on your dishes before you begin this task. |
- Research and report
| Research each dish in order to discover the criteria listed above. A Research report template has been provided.
Research report Dish 1: Chicken Tikka Masala Dish 2: Coq au Vin: Historical and cultural origins Research the historical and cultural origins of each of your dishes. Where were they developed? Were they developed through necessity (for example, availability of ingredients) or as a result of eating habits at the time? How have the dishes changed over time? · Dish 1 Chicken Tikka Masala is a famous Indian dish that is thought to have originated in the Punjab area. It is currently regarded as a mainstay in Indian cuisine and is said to have been invented in the 20th century.
· Dish 2
Chicken is marinated in wine for the traditional Coq au Vin dish, which is then cooked in a rich sauce with bacon, mushrooms, and pearl onions. The inclusion of additional veggies or herbs, or a different type of wine, is examples of modern adaptations Classical and contemporary variations Describe at least one classical and one contemporary variation of each dish. List the differences. · Dish 1 The traditional way to make Chicken Tikka Masala is to marinate the chicken in yoghurt and spices, grill it, and then stew it in a sauce consisting of tomatoes and other spices. Modern adaptations could involve altering the spice mixture or including extras like milk or veggies.
· Dish 2 Chicken is marinated in wine for the traditional Coq au Vin dish, which is then cooked in a rich sauce with bacon, mushrooms, and pearl onions. The inclusions of additional veggies or herbs, or a different type of wine, are examples of modern adaptations. Appearance and presentation Describe how each dish should appear. How should it be presented to maximise customer appeal? · Dish 1 Typically, Chicken Tikka Masala is served as a thick, creamy dish with chicken chunks in a vibrant orange sauce. It is frequently accompanied by rice or naan bread and garnished with fresh herbs.
· Dish 2 Typically, coq au vin is served as a substantial stew with soft chicken chunks, rich brown sauce, mushrooms, and pearl onions. It frequently comes with crusty bread or is topped with fresh herbs. Freshness indicators Describe the freshness indicators for the two key ingredients from each dish. · Dish 1 Fresh chicken ought to smell fresh, taste somewhat sweet, and feel firm. If the chicken has any discolorations or strange scents, it could not be fresh.
· Dish 2 Fresh chicken ought to smell fresh, taste somewhat sweet, and feel firm. If the chicken has any discolorations or strange scents, it could not be fresh. Quality indicators Describe three quality indicators for each dish. · Dish 1 Indicators of quality for Chicken Tikka Masala include the chicken’s softness and juiciness, the sauce’s richness and depth, and the harmony of the spices and tastes.
· Dish 2
The chicken’s softness and juiciness, the sauce’s richness and depth, and the harmony of tastes are all good markers of the quality of coq au vin. Nutritional value Describe the nutritional value of each dish. · Dish 1 When prepared with lean chicken and eaten with veggies or whole grains, chicken tikka masala is a nutritious option and a rich source of protein. Yet, particularly when cooked with cream, it may also be quite calorie and fat dense.
· Dish 2
When prepared with lean chicken and accompanied with veggies, coq au vin is a solid source of protein and may be a nutritious option. It may, however, be quite calorie- and fat-rich, particularly when cooked with bacon and eaten with bread or potatoes. Service style Describe the service style which each dish is best suited to. · Dish 1 In Indian restaurants, chicken tikka masala is often served as the main course meal and is frequently paired with rice or naan bread. · Dish 2
At French eateries, coq au vin is frequently served as the main course along with potatoes or crusty bread.
Taste profile Describe the taste profile of each dish. · Dish 1 The taste profile of chicken tikka masala is complex, balancing spicy, savoury, and sweet flavours.
· Dish 2
Coq au Vin has a delicious, rich flavour.
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| Student’s name: | |||
| Did the student: | Completed successfully? | Comments | |
| Yes | No | ||
| Accurately describe the appearance of dish one? | |||
| Accurately describe the appearance of dish two? | |||
| Accurately describe the presentation of dish one? | |||
| Accurately describe the presentation of dish two? | |||
| Accurately describe one classical and one contemporary variation of dish one? | |||
| Accurately describe one classical and one contemporary variation of dish two? | |||
| Accurately describe the freshness indicators for dish one? | |||
| Accurately describe the freshness indicators for dish two? | |||
| Accurately describe the quality indicators for dish one? | |||
| Accurately describe the quality indicators for dish two? | |||
| Accurately describe the nutritional value for dish one? | |||
| Accurately describe the nutritional value for dish two? | |||
| Accurately describe the service style for dish one? | |||
| Accurately describe the service style for dish two? | |||||
| Accurately describe the taste profile of dish one? | |||||
| Accurately describe the taste profile of dish two? | |||||
| Accurately describe the texture profile of dish one? | |||||
| Accurately describe the texture profile of dish two? | |||||
| Accurately describe the historical origins of dish one? | |||||
| Accurately describe the historical origins of dish two? | |||||
| Accurately describe the cultural origins of dish one? | |||||
| Accurately describe the cultural origins of dish two? | |||||
| Task outcome: | ¨ Satisfactory | ¨ Not satisfactory | |||
| Assessor signature: | |||||
| Assessor name: | |||||
| Date: | |||||
Assessment Task 2 – Cover Sheet
Student declaration
To be filled out and submitted with assessment responses
þ 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).
þ 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.
þ I have correctly referenced all resources and reference texts throughout these assessment tasks.
| Student name | |
| Student ID number | |
| Student signature | |
| Date |
Assessor declaration
þI 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 | Mohammad Shah Jamal BADAL | |||||
| Assessor signature | ||||||
| Date | ||||||
| Assessment outcome | S | NS | DNS | Resubmission | Y | N |
Feedback
Student result response
þ My performance in this assessment task has been discussed and explained to me.
o I would like to appeal this assessment decision.
| Student signature | |
| Date |
Assessment Task 3: Student logbook
| Cooking tasks required for this unit
This unit of competency requires that you follow standard recipes to prepare dishes for at least six different customers using each of the following poultry items: · chicken · duck · feathered game · turkey |
|
| You must use each of the following poultry preparation techniques at least once: | |
| · barding
· de boning · marinating · rolling |
· trussing
· stuffing · trimming. |
| You must use each of the following cookery methods at least once: | |
| · braising
· deep frying · grilling · poaching |
· roasting
· sautéing · stewing. |
| You must also: | |
| · respond to special customer requests and dietary requirements. | |
| Instructions for how you will complete these requirements are included below. | |
Complete the following activities.
| 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 you with 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 · identifying and selecting poultry products and other ingredients from stores according to quality, freshness and stock rotation requirements · following procedures for portion control · producing the required quantities · checking perishable supplies for spoilage · checking perishable supplies for contamination · selecting the type and size of knives required · selecting the type and size of equipment required · ensuring that food preparation equipment safely assembled, clean and ready for use · using knives and equipment safely and hygienically · using equipment according to the manufacturer’s instructions · thawing frozen poultry safely · sorting and assembling ingredients according to food production sequencing · weighing and measuring ingredients accurately · creating portions according to the recipe · using poultry preparation techniques according to recipe requirements · minimising waste to maximise profitability · selecting and using poultry cookery methods · following standard recipes accurately · selecting, preparing and adding accompaniments which are suited to each dish · making adjustments to dishes to ensure quality · presenting dishes attractively · using appropriate service-ware · adding sauces and garnishes according to standard recipes · evaluating dishes and adjusting presentation · storing dishes in appropriate environmental conditions · following organisational policies and procedures · maintaining a clean work area · disposing of or storing surplus products · working safely · working hygienically · working sustainably · working efficiently · working within commercial time constraints and deadlines · responding to special customer requests and dietary requirements. 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 for each time that you cook, a logbook summary and a reflective journal. Each time that you cook or prepare a dish for assessment of this unit, you will need to: · complete a planning document · complete a reflective journal (a reflective journal provides an opportunity for you to think about the cooking process – what went well, what you would do differently next time). It also helps you to provide evidence for your assessment. · ask your supervisor/trainer to sign the supervisor declaration section at the end of the 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 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 that 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! |
- Determine production requirements.
| To ensure that you have everything that you require to prepare the standard recipe, 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 select the relevant cookery method o determine the cooking times and temperatures o select the marinades and poultry accompaniments which you will add to the dish o select the ingredients from stores o identify the size and type of knives and other food preparation equipment that you require o ensure that the appropriate knives and other food preparation equipment is ready for use o take any customer requirements or special dietary needs into consideration. A Service planning template has been provided to help you. |
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- Prepare poultry dishes.
| Now it’s time to put all of that planning and organising to work. Prepare the dish or dishes as per the standard recipe and food preparation list. Ensure that:
· all food is prepared safely and hygienically · you follow portion control procedures · you manage your own speed, timing, sequencing and productivity to ensure efficiency · all stages of preparation and cooking are completed in a way which ensures: o quality of food items o consistency of food items o organisational standards are met o waste is minimised to maximise the profitability of dishes. · you assemble and use equipment safely and hygienically · you sort and assemble ingredients logically and efficiently · food items match the recipes and menu descriptions · the required quantities of food are produced · you adjust the taste, texture and appearance of food products according to any deficiencies which you identify · you evaluate the quality of finished dishes and make adjustments to ensure a quality product · you present dishes attractively on appropriate service-ware · you use sauces and garnishes as required · you work within commercial time constraints and deadlines · you store food safely and in appropriate environmental conditions · you respond to any special customer requests or dietary requirements · you maintain a clean and tidy work area · you dispose of or store surplus products effectively · you work sustainably. |
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| Complete a reflective journal for each time that you cook a dish as part of your assessment for this unit. Don’t forget to ask your trainer/assessor or supervisor to complete the declaration. |
- Submit documents to your assessor.
| Finalise your Student Logbook. Ensure that all documents are clear and complete. It should include the following completed documents for each time that you cook a dish as part of your assessment for this unit.
· Service planning template · Reflective journal (endorsed by your trainer/assessor or supervisor). Send or submit the completed Student Logbook to your assessor. |
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Assessment Task 3: Student Logbook checklist
| Prepare dishes within commercial time constraints? | |||||
| Produce required quantities? | |||||
| Manage own speed, timing, sequencing and productivity to ensure efficiency? | |||||
| Task outcome: | ¨ Satisfactory | ¨ Not satisfactory | |||
| Assessor signature: | |||||
| Assessor name: | |||||
| Date: | |||||
| Student name: | |
| Assessor name: | |
| Date: | |
| Unit name: | |
| Qualification name: |
Final assessment results
| Task | Type | Result | ||
| Satisfactory | Unsatisfactory | Did not submit | ||
| Assessment Task 1 | Knowledge questions | S | U | DNS |
| Assessment Task 2 | Research report | S | U | DNS |
| Assessment Task 3 | Student Logbook | S | U | DNS |
| Overall unit results | C | NYC | ||
Feedback
- My performance in this unit has been discussed and explained to me.
- I would like to appeal this assessment decision.
Student signature: ___________________________________________ Date: _________________
- 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 signature: _________________________________________ Date: _________________