KII4020 ASSESSMENT 1 Study Skills and Communication Additional Information Assessment 2 – Case Study Analysis Operatons and Info…

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PREP 4
KINGSFORD
INTERNATIONAL INSTITUTE KII4020
ASSESSMENT 1
PREP 6
Instructions to Learner
Welcome to KII4020 Prep 6! This KII unit covers the following unit/s of competency.
COMPETENCY DEMONSTRATION
This Assessment Task covers the following unit of competency:
KII subject code
KII4020
KII subject name
Prep 6
Units of competency code:
SITHKOP005 SITHCCC018
Unit Title
Coordinate Cooking operations
Prepare food to meet special dietary requirements
This unit describes the performance outcomes, skills and knowledge required to coordinate the production of food in commercial kitchens. It requires the ability to plan the production of food, organise required food supplies for food production period, supervise food production processes and monitor the quality of kitchen outputs. This unit also describes the performance outcomes, skills and knowledge required to coordinate the production of food in commercial kitchens. It requires the ability to plan the production of food, organise required food supplies for food production period, supervise food production processes and monitor the quality of kitchen outputs. Food production can be for any type of cuisine and food service style. It covers Asian cookery, patisserie products and bulk-cooked foods. The unit applies to hospitality and catering organisations, including hotels, restaurants, clubs, educational institutions, health establishments, defence forces, cafeterias, residential caterers, in flight and other transport caterers, event and function caterers. It applies to those people who operate independently or with limited guidance from others including senior chefs and catering managers. No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. Prerequisite units: SITFSA001 USE HYGIENIC PRACTICES FOR FOOD SAFETY Visit the following website for more information about the units of competency: https://training.gov.au/Training/Details/SITHKOP005 https://training.gov.au/Training/Details/SITHCCC018

Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Your assessment tasks include your full legal name in the provided cover page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one’s own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “NS” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NYS = Not Yet Satisfactory
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and “will” be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. For more information please refer to our policy and procedures by visiting www.kii.edu.au/documents or login to your LMS account by clicking the link : https://www.kiionline.edu.au/course/view.php?id=59.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately

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Assessment requirements
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities/questions in this Assessment and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you may have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction (orientation). For more information refer to our assessment policies by visiting www.kii.edu.au/documents or login to your LMS account (www.kiionline.edu.au )
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
ASSESSMENT COVERSHEET
Unit:

Course Name:

Assessment Tool:
Assessment 1
Student must fill this section:
Student Name:

Student ID:

Privacy Release Clause:
“I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”
Authenticity Declaration:
“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 Signature:
Date:
Assessment Completion Status
Attempt
Satisfactory
Non-Satisfactory
Date
Assessor’s Signature

Initial attempt

2nd attempt/Re-assessment

Feedback to student:

Information for Student:
All work is to be entirely of the Student.
General Information for this assessment: Read the instructions for each question very carefully. Be sure to PRINT your FULL name & LAST name in every place that is provided. Short questions must be answered in the spaces provided or follow the word limits as instructed. For those activities requesting extra evidence such as: research reports, ESSAY reports, etc. The student must attach its own work formatted in double space, Arial 12 pts. All assessment tasks must be addressed correctly in order to obtain a competence for the unit of competency. If the Student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment. All assessments must be submitted online. Login to www.kiionline.edu.au and follow the subject link to submit your assessments. Note that the hard copy of the assessments will not be accepted.
Re-assessment of Result& Academic Appeal procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Operations Manager. This should be submitted after completion of the subject and within fourteen days of commencement of the new term. Re-assessment Process: An appeal in writing is made to the Operations Manager providing reasons for re-assessment /appeal. Operations Manager will delegate another faculty member to review the assessment. The student will be advised of the review result done by another assessor. If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Operations Manager OR if need be an external assessor. The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final. If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency. Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.   The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.Academic Appeals If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol. To appeal a decision, the person is required to complete the KII- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details: Student Support Officer, Kingsford International Institute (KII), Level 6, 128-136 Chalmers St, Surry Hills, NSW 2010, Email: [email protected] The notice of appeal should be in writing addressed to the Operations Manager and submitted within seven days of notification of the outcome of the re-evaluation process. If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit. In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate. The decision of Operations Manager will be final. Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy.
“I understand all the above rules and guidelines for the assessment”

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Full Name

Signature

Date (dd/mm/yyyy)
Pre-assessment Checklist
Your assessor will go through the assessment for this unit. It is important that you understand this assessment before taking on the questions and tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ column.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Pre – assessment Checklist
Comments
Y 
 N
I, the student, understand the purpose of the assessment.

Y 
 N
I understand when and where the assessment will occur, who will assess and in what format the assessment will be submitted.as

Y 
 N
I understand the methods of assessment.

Y 
 N
I understand what resources are required to complete this assessment.

Y 
 N
I understand the performance level required for each assessment event.

Y 
 N
I understand that it must be my own work. I have been explained and understand the serious consequences in case this work is found plagiarised.

Y 
 N
I understand the process if I am deemed not yet competent.

Y 
 N
I understand the feedback process and the appeals process.

Y 
 N
The assessor has discussed with me if I have any special needs and if so what arrangements have been made.

Student Full Name

Student ID

Student Signature

Date (dd/mm/yyyy)
STUDENT INSTRUCTIONS
Complete the readiness for assessment workbook before commencing this assessment
There are two sections of this assessment, Part A and Part B. You must complete both sections and respond to each question of these sections
This assessment may consist of a number of tasks based on a simulated or real environment
You may ask your assessor questions to clarify requirements of the tasks if required. However, your assessor will not be able to show you how to complete the task
You must receive a satisfactory result for each part of this assessment to be successful in this task
You must not separate this document. Attachments must be as per the assessment submission instructions
Ensure you complete the task record sheet at the end of this assessment
Return your assessment by the date set by your assessor and your training plan
Do not plagiarise. Plagiarism is considered cheating. Please refer below for our policy in regards to cheating
Reasonable adjustment: If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised.
Feedback: Your assessor will provide feedback to you after the completion of the assessment.
The trainer assessor will explain the appeals process if applicable or alternatively refer to your student handbook for further details
ASSESSMENT BRIEF
Objective of the task
The purpose of this task is to demonstrate your knowledge required to coordinate the production of food in commercial kitchens. You will need to provide information on selecting, preparing and portioning a range of dishes functions, à la carte, table d’hôte and work on set menus with a range of recipes and use relevant equipment, cookery and food storage methods. You will also need to show competency in the following food production processes: bulk cooking cook chill for extended life cook chill for five-day shelf life cook freeze fresh cook. You are required to demonstrate your knowledge required to prepare dishes for people who have special dietary needs for health, lifestyle or cultural reasons.
Resources
Learner Guide PowerPoint Slides Computer and MS word Internet Recipes and online presentations
You will be required to complete
You must use the template provided in this assessment and demonstrate knowledge of food production process and knowledge required to prepare dishes for people who have special dietary needs for health, lifestyle or cultural reasons
Time allocation
Refer to your trainer
Section 1: Comprehensive details of food production processes for – receiving, mise en place, preparing or cooking, post-cooking storage, reconstitution, re- thermalisation and serving

1.1 Describe the following food production processes in detail. Re-thermalisation Reconstitution
Re- thermalisation

Reconstitution

1.2 What is mise en place?

1.3 What are the correct storage temperatures for the following food items? Perishable Foods Frozen Foods Hot Food Please explain why these temperatures are important

.

1.4 List 5 environmental conditions must be considered when storing food?

Critical control points in food production where food hazards must be controlled

1.5 list and explain 3 critical control points for each component listed below

Purchasing and delivery

Stock control and food storage

Cooking

Cooling

Reheating

.
Menus and recipes for items produced in service periods
1.6 What is menu planning in food service?

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1.7 What are the 3 main parts of a recipe? Briefly explain.

Indicators of quality food products
1.8 List 9 indicators of quality food products.

Section 2: Types of food service styles
2.1 Briefly describe the following food service styles?
à la carte

buffet

set menu

table d’hôte

bulk cooking operations

functions and events

festivals

Section 3: Use of designated decorations, garnishes or sauces
3.1 What is the difference between garnishes and decorations?

3.2 List 5 different types of garnishes

3.2 What are sauces used for, in cooking??

Section 4: Types of food production systems and their characteristics for different production methods
4.1 Describe the cook-chill for extended life and cook chill for five-day shelf life food production system in detail. You will need to include information about relevant kitchen workflow schedules, mise en place plans and food preparation lists.

4.2 Describe the cook-freeze food production system in detail. List the steps involved in this process and briefly describe them.

4.3 List three features of the ‘fresh cook’ food production process

Section 5: Range of formats and content for: kitchen workflow schedules, mise en place plans and food preparation lists.
5.1 What information should be included in a kitchen workflow schedule?

5.2 What information should be included in a food preparation list?

List and describe 4 step mise en place implementation techniques in the kitchen?

PART B
Section 1 Culinary terms and trade names
1.1 What adjustments can you make to a recipe to make it gluten free?

1.2 Identify 4 substitute ingredients used to produce dishes with special dietary recipes?

1.3 List 3 types of flours suitable for someone on a yeast free diet?

1.4 List 7 foods that are the most common causes for food allergy?

1.5 Explain the term chemical food preservatives and provide 4 examples?

1.6 Explain at least 5 common functions of food additives

Section 2 General understanding of special needs
2.2 List 4 possible examples of drug interactions with food and beverages.

2.2 Define the following terms.
Drug food interaction

Food allergy

Food intolerance

2.3 What is Kosher food?
.
2.4 What is Halal? Provide 5 examples of what cannot be consumed?

2.5 What is Hinduism and how does this impact on Hindu food?
.
Section 3: Main types, culinary characteristics and ingredients of special diets and cultural or religious diets that are part of contemporary Australian society
3.1 Identify 8 of the most common food intolerances (food)?

Provide a rough outline of the 3 parts in which the macrobiotic diet is divided?

3.3 In order to avoid foods in which you may have an allergy, outline the terms used to describe these foods on food labels?
Milk protein

Egg

Gluten

Soy

Salicylates

3.4 If a food is classified fat-free (or low-fat), does this mean it is healthy? Explain your answer

3.5 Why are fluids important in a regular diet? Include the fluid intake levels recommended per day.

3.6 Why would a customer request a gluten free meal?

3.7 List 5 common ingredients that are high in carbohydrates.

Explain a high energy diet vs low energy diet

3.9 You are required to match the items of column A with column B.
high fibre

Hindu

kosher

lacto ovo

low carbohydrate diet

low cholesterol diet

low fat

low gluten

low kilojoule

low sugar

modified sodium or potassium

nutritional requirements

portion size

3.10 list 3 types of patrons that may require food to be served with a modified texture.

3.11 list at least three examples of the following.
Yeast free flour

Non-Sugar sweeteners

Gluten free flour

3.12 what can you eat on a sugar free diet?

3.13 Describe the difference between type 1 and 2 diabetes

3.14 What foods can help manage diabetes?

3.15 what is the difference between vegan and vegetarian?

Section 4: Key health and legal consequences of failing to address special requirement
4.1 Outline the key health and legal consequences of failing to address special requirements, including, allergic reactions, Anaphylaxis, Food sensitivity or intolerance reactions.

Section 5: Mise en place requirements for special dietfoods
5.1 What is involved in the mise en place for special dietary foods.

Section 6: Basic principles and practices of nutrition
6.1 What food groups are the primary sources of each of the following nutrients?
Proteins

Carbohydrates

Vitamins

Minerals

6.2 List at least 5 influences that contribute to food and beverage choices and selection for individuals?

6.3 What is food labelling?

6.4 Explain the role of using the food additives and preservatives outlined below?
Anti-caking agents

Mineral salts

Artificial sweeteners

Emulsifiers

Preservatives

Colours

6.5. Describe the possible health implications of poor food choices

6.6. Identify at least 6 ways to prevent dietary disease through good nutrition

6.7 Describe how the following storage methods affect the nutrition in food, and explain the best process to use to minimise nutrient loss
Freezing vegetables

Dehydrating

Refrigerating fruit and vegetables

Section 7: Primary components of Dietary Guidelines for Australians, in particular those for older Australians, children and adolescents.
7.1 According to the Australian Dietary guidelines, detail the following guidelines as they relate to both children, adolescents and older Australians.
Guideline 1 To achieve and maintain a healthy weight, be physically active and choose amounts of nutritious food and drinks to meet your energy needs

Guideline 2 Drink plenty of water and enjoy a wide variety of nutritious foods from the five food groups (vegetables, fruit, grains/cereals, meats/alternative and dairy/alternatives) every day

Guideline 3 Limit intake of foods containing saturated fat, added salt, added sugars and alcohol

Guideline 4 Encourage, support and promote breastfeeding

Guideline 5 Care for your food; prepare and store it safely

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