SITHCCC014 Prepare meat dishes SOCS0081–Social Networks NRSG372: Chronic Illness and Disability CMI3504 Assignment Specification…

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Student Name: _____________________________ Student ID: ___________________________
Received by Australian College of Trade:
NAME: __________________________________ Signature: _________________________ Date: __________
UNIT: SITHCCC014 Prepare meat dishes
Unit Result Record Sheet
SITHCCC014 Prepare meat dishes
Student Name:
BLOCK Print
Student Number:
BLOCK Print
Assessment
Completed
(Evidence must be
in students file)
Result
Date
Assessed
Reassessment
Completed
(If required)
(Evidence must be in
students file)
Result
Date
Reassessed
Satisfactory
Not Yet
Satisfactory
Satisfactory
Not Yet
Satisfactory
Written Assessment
Questions
Summative Written
Assessment Questions
Summative Practical
Demonstration of Skills
Result for unit
Competent Not Yet Competent
Assessor Name:
& Signature
Signature:
Date result
reached:
Comments:
Student Declaration:
I declare that:
• I was made aware of all assessment requirements for this/these unit/s
• I have received feedback from my assessor on the results of each individual assessment task and my overall result
for this/these unit/s
• I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet
satisfactorily completed
• All work for assessment tasks submitted for this unit is my own with no part of any assessment being
copied/plagiarised from another person’s work, except where authorized and listed/referenced
Student Signature:
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SITHCCC014
Prepare meat dishes
Learner Workbook
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VCID. ACOT Training and Assessment/SITHCCC014/Learner Workbook/V1.1/July 2019
Table of Contents
Table of Contents…………………………………………………………………………………………………………. 2
Instructions to Learner………………………………………………………………………………………………….. 4
Assessment instructions …………………………………………………………………………………………………..4
Assessment requirements ……………………………………………………… Error! Bookmark not defined.
Observation/Demonstration ………………………………………………………………………………………….. 7
Third Party Guide…………………………………………………………………………………………………………. 8
Third party details (required information from the learner)………………………………………………….8
Activities ……………………………………………………………………………………………………………………. 9
Activity 1A ………………………………………………………………………………………………………………………9
Activity 1B …………………………………………………………………………………………………………………….10
Activity 1C …………………………………………………………………………………………………………………….11
Activity 2A …………………………………………………………………………………………………………………….12
Activity 2B …………………………………………………………………………………………………………………….13
Activity 2C …………………………………………………………………………………………………………………….14
Activity 3A …………………………………………………………………………………………………………………….15
Activity 3B …………………………………………………………………………………………………………………….16
Activity 3C …………………………………………………………………………………………………………………….17
Activity 3D …………………………………………………………………………………………………………………….18
Activity 3E……………………………………………………………………………………………………………………..19
Activity 4A …………………………………………………………………………………………………………………….20
Activity 4B …………………………………………………………………………………………………………………….21
Activity 4C …………………………………………………………………………………………………………………….22
Activity 5A …………………………………………………………………………………………………………………….23
Activity 5B …………………………………………………………………………………………………………………….24
Activity 5C …………………………………………………………………………………………………………………….25
Activity 5D …………………………………………………………………………………………………………………….26
Activity 5E……………………………………………………………………………………………………………………..27
Activity 5F……………………………………………………………………………………………………………………..28
Summative Assessments ……………………………………………………………………………………………… 29
Section A: Skills Activity ………………………………………………………………………………………………….30
Section B: Knowledge Activity (Q & A)………………………………………………………………………………31
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Section C: Performance Activity……………………………………………………………………………………….35
Workplace Documentation – for learner…………………………………………………………………………. 37
Workplace documents checklist ………………………………………………………………………………………38
Supplementary Oral Questions (optional) – for assessor ……………………………………………………. 38
Competency record to be completed by assessor……………………………………………………………… 41
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Instructions to Learner
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 on each and every 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.
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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 “0” 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 NS = Not Satisfactory (requires more
training and experience).
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.
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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.
Assessment requirements
Assessment can either be:
➢ Direct observation
➢ Product-based methods e.g. reports, role plays, work samples
➢ Portfolios – annotated and validated
➢ Questioning
➢ Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
➢ Supervisors
➢ Trainers
➢ Team members
➢ Clients
➢ Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
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 in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. 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 will 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.
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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.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
➢ Performing a work-based skill or task
➢ Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
➢ Performing a skill or task that is asked of you
➢ Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
➢ Assessment is required in the workplace
➢ Where there are health and safety issues related to observation
➢ Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves. Documents relevant to collection of third-party evidence are included in
the Third Party section in the Observations/Demonstrations document.
Third party details (where required from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to confirm food production requirements
from food preparation lists and standard recipes.
1. What information is provided in a recipe?
2. What does the cooking term mise en place mean?
3. What are the advantages of using this technique?
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Activity 1B
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to calculate ingredient amounts
according to requirements.
1. What does scaling a recipe mean?
2. How would you adjust the size of a recipe?
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Activity 1C
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to identify and select meat products and
other ingredients from stores according to recipe, quality, freshness and stock
rotation requirements.
1. What does stock rotation mean?
2. What are the different types of date labels you will see on food packaging and what do they
mean?
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Activity 2A
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to select type and size of knives and other
equipment suitable to requirements.
1. What are the different types of knives used for food preparation?
2. Why is it important to use the right type of knife when preparing food?
3. What other essential equipment will you need in the kitchen?
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Activity 2B
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to safely assemble and ensure cleanliness
of equipment before use.
1. How would you find out how to assemble equipment?
2. What is the difference between cleaning and sanitising?
3. Explain what the four-step effective cleaning and sanitising process is.
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Activity 2C
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to use knives and other equipment safely
and hygienically according to manufacturer instructions.
1. What are the tips for handling and using knives safely?
2. Why is it important to read the instructions before using any equipment?
3. Why is it important to be hygienic with equipment?
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Activity 3A
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to thaw frozen meats according to food
safety guidelines where required.
1. How do you thaw meat?
2. Why is it important that meat is stored and thawed correctly?
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Activity 3B
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to sort and assemble ingredients
according to food production sequencing.
1. What is food production sequencing?
2. How would you do this when preparing and cooking food?
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Activity 3C
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to weigh and measure ingredients and
create portions according to recipe.
1. What is the first thing you need to consider before weighing and measuring ingredients?
2. What tools are used to measure ingredients?
3. Explain how to weigh and measure ingredients effectively.
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Activity 3D
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to use meat preparation techniques
according to recipe requirements.
1. How can you prepare and store meat safely? List some tips.
2. What are the different meat preparation techniques?
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Activity 3E
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to minimise waste to maximise
profitability of food items prepared.
1. How can you minimise waste when preparing food?
2. Why is it important to minimise waste?
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Activity 4A
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to follow standard recipes to select and
use meat cookery methods.
1. What are the different cooking methods for meat and how would you do them?
2. How would you know which cooking method you need to use when making a dish?
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Activity 4B
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to prepare marinades and meat
accompaniments as required.
1. What type of accompaniments complement meat dishes?
2. What marinades can you prepare and use for meat?
3. How can you marinate meat effectively? List some tips.
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Activity 4C
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to make food quality adjustments within
scope of responsibility.
1. What does food quality control mean and when should this be done?
2. What three things do you need to consider when inspecting dishes and making food quality
adjustments?
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Activity 5A
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to carve meats using appropriate tools
and techniques, taking account of meat and bone structure and waste
minimisation.
1. How would you carve chicken? List the steps you would take.
2. What tools do you need to use to carve meat?
3. List some tips for carving meat effectively and safely.
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Activity 5B
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to portion and serve meats according to
recipe requirements.
1. How would you portion and serve meat accurately?
2. Why is it important to accurately control portions for every dish you make?
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Activity 5C
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to add sauces and garnishes according to
standard recipes.
1. What garnishes are best for different types of meat dishes?
2. Why are garnishes used in meat dishes?
3. What sauces can you serve with meat?
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Activity 5D
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to visually evaluate dishes and adjust
presentation as required.
1. Why should you evaluate dishes before they are served?
2. How would you evaluate a dish and adjust presentation?
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Activity 5E
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to store dishes in appropriate
environmental conditions.
1. How would you store meat correctly in appropriate conditions?
2. Why is it important to store meat correctly?
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Activity 5F
Estimated Time
30 Minutes
Objective
To provide you with an opportunity to clean work area, and dispose of or
store surplus and re-usable by-products according to organisational
procedures, environmental considerations, and cost-reduction initiatives.
1. What do you need to do before cleaning the work area and equipment?
2. Why should you store and re-use surplus foods?
3. How can you use resources efficiently?
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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
➢ Skills – skill requirements, required skills, essential skills, foundation skills
➢ Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
➢ Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Reading skills to:
➢ Locate information in food preparation lists and standard recipes to determine food
preparation requirements
➢ Locate and read date codes and rotation labels on food products.
Numeracy skills to:
➢ Calculate the number of portions
➢ Determine cooking times and temperatures.
Problem-solving skills to:
➢ Evaluate quality of meat and finished dishes and make adjustments to ensure a quality
product
➢ Adjust taste, texture and appearance of food products according to identified deficiencies.
Planning and organising skills to:
➢ Efficiently sequence the stages of food preparation and production.
Self-management skills to:
➢ Manage own speed, timing and productivity.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Using a recipe, select the ingredients and equipment you will need, and calculate how many
portions you will need to serve. Then set yourself a time limit to complete food preparation
tasks and cooking.
Check the food packaging including date labels to make sure the products are fresh and safe to
use, and also take note of the cooking time and temperatures stated and follow these
instructions, along with the recipe method to achieve the best results.
Plan out the food preparation tasks in order, considering time constraints at your workplace
and how long each item of food will take to prepare and cook.
Demonstrate using different types of equipment to prepare and cook the food, and carve the
meat if required, or use one of the cookery methods depending on the recipe.
Once the dish is ready, evaluate the quality of the meat and the dish as a whole, making sure
the presentation, appearance and taste is up to standard. Make adjustments to the taste or
appearance if required, after checking with your supervisor first.
Make sure you demonstrate good planning, time managements and organisational skills
throughout this activity. Time yourself for each food preparation and cooking task, and make
sure you complete it during this time.
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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
➢ Culinary terms and trade names for:
o ingredients commonly used in the production of different meat dishes
o classical and contemporary meat dishes
o different cuts of meat and styles of cooking
➢ Contents of stock date codes and rotation labels
➢ Meat classifications
➢ Characteristics of meat products and meat dishes:
o appearance
o fat content
o freshness and other quality indicators
o primary, secondary and portioned cuts
o nutritional value
o taste
o texture
➢ Historical and cultural origin of different meat products and meat dishes
➢ Preparation techniques for different cuts and types of meat specified in the performance
evidence
➢ Cookery methods for different cuts and types of meat specified in the performance evidence
➢ Equipment used to prepare and produce meat dishes:
o knife care and maintenance
o essential features and functions
o safe operational practices
➢ Mise en place requirements for meat dishes
➢ Appropriate environmental conditions for storing meat and meat products to:
o ensure food safety
o optimise shelf-life
➢ Safe operational practices using essential functions and features of equipment used to
produce meat dishes.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. List the different types of meat.
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2. What are the three different date labels found on food packaging and what do they mean?
3. Describe the characteristics of the following meat products:
➢ Beef
➢ Game
➢ Lamb
➢ Pork
4. What are the preparation techniques for different types of meat?
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5. Describe the different cookery methods for meat.
6. What equipment do you need to use to prepare meat?
7. Define what mise en place means and why the preparation technique is used.
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8. What are the appropriate environmental conditions for storing meat products to ensure food
safety and optimise shelf life?
9. What are the safe operational practices when using knives to produce meat dishes?
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Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
➢ Follow standard recipes to prepare meat dishes using each of the following meat items:
o beef
o game:
▪ kangaroo
▪ venison
▪ specialty meats
o lamb
o pork
o veal
o offal:
▪ kidney
▪ liver
➢ Use each of the following meat preparation techniques at least once when preparing the
above dishes, as appropriate:
o ageing
o barding
o boning and trimming
o cutting and portioning
o larding
o marinating
o mincing
o rolling
o tenderising
o trussing and tying
o skewering
➢ Prepare the required meat dishes using each of the following cookery methods at least once:
o braising
o frying
o grilling
o roasting
o stewing
➢ Prepare above food for at least six different customers:
o within commercial time constraints and deadlines
o reflecting required quantities to be produced
o following procedures for portion control and food safety practices when handling
and storing meat
o responding to special customer requests and dietary requirements.
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VCID. ACOT Training and Assessment/SITHCCC014/Learner Workbook/V1.1/July 2019
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Working to the timescales set by your workplace, choose one of the following types of meat
items to prepare a meat dish:
➢ Beef
➢ Game
➢ Lamb
➢ Pork
Next, choose one of the following meat preparation techniques to prepare the dish,
depending on what the recipe requirements are:
➢ Larding
➢ Mincing
➢ Tenderising
➢ Skewering
➢ Ageing
➢ Barding
➢ De boning
➢ Marinating
➢ Rolling
➢ Trussing
➢ Stuffing
➢ Trimming
Then prepare the meat using one of the following cookery methods, depending on what the
recipe requirements are:
➢ Braising
➢ Deep frying
➢ Grilling
➢ Poaching
➢ Roasting
➢ Sautéing
➢ Stewing
Once you have selected the ingredients and cookery methods, demonstrate that you can
prepare six portions of food to serve six customers. Making sure you are following commercial
time constraints and deadlines set by your workplace, portioning food correctly, using the
right equipment, and following food safety and hygiene practices when handling and storing
meat.
P a g e | 41
VCID. ACOT Training and Assessment/SITHCCC014/Learner Workbook/V1.1/July 2019
Competency as recorded by Assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Activities List 1A-1C, 2A-2C, 3A-3E, 4A – 4C, 5A – 5F
S
NS
Have the activities been answered and performed fully, as required to assess
the competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activities?
Yes No
(Please circle)
Comments from trainer/assessor:
Summative Assessments: Section A checklist
S
NS
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments from trainer/assessor:
Summative Assessments: Section B checklist
S
NS
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments from trainer/assessor:
Summative Assessments: Section C checklist
S
NS
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
SITHCCC014 PREPARE MEAT DISHES
P a g e | 42
VCID. ACOT Training and Assessment/SITHCCC014/Learner Workbook/V1.1/July 2019
Comments from trainer/assessor:
Unit Result
Has the learner completed all required assessments to a satisfactory
standard?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to
prove their competency across the entire unit?
Yes No
(Please circle)
Has the learner completed all required assessments to a satisfactory
standard?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to
prove their competency across the entire unit?
Yes No
(Please circle)
Comments from trainer/assessor:
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Authentic
Yes No
(Please circle)
Valid
Yes No
(Please circle)
Reliable
Yes No
(Please circle)
Current
Yes No
(Please circle)
Sufficient
Yes No
(Please circle)
The learner is deemed:
Not yet Competent
Competent
If not yet satisfactory, date for reassessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

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