SITHCCC003 Assessment V1.1
SITHCCC003 Assessment V1.1
ABN: 97 619 537 692 RTO Code: 45509 CRICOS Provider Code: 03770M
Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 P 02 8677 3602
Email: [email protected] www.tkl.edu.au
Student Name:
Assessment Outcome
Assessor Name:
Initial attempt
Re- attempt/Re-
assessment
Task 1
Task 2
Assessor Name:
Assessor Signature:
This is Individual Assessments. Once you have completed the assessment, please upload the
softcopy of the Assessment into TKL Moodle.
TKL uses Turnitin – Plagiarism detection software which is embedded with TKL Moodle. Any
Plagiarism will result in a mark of not yet competent.
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 Chief Executive Officer. 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 Academic Manager providing reasons for re-assessment
/appeal.
Academic Manager will delegate another 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 Academic 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, 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 TKL- 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, TKL College Suite 707, Level 7 159-175 Church Street, Westfield Shopping
Centre, Parramatta, NSW 2150 , Email: [email protected]
The notice of appeal should be in writing addressed to the Chief Executive Officer 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 Chief Executive Officer 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.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them
off as your own by failing to give appropriate acknowledgement. This includes material sourced from the
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people.
This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to
work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic
misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in
plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to
disciplinary
Assessment Requirements
You are required to complete and pass every task in the assessment in order to be deemed
competent.
Assessment Schedule
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:
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.
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
SITHCCC003 Assessment v1.0 6
Training for Knowledge & Livelihood (TKL college)
ABN: 97 619 537 692 RTO Code: 45509 CRICOS Provider Code: 03770M
Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 P 02 8677 3602
Email: [email protected] www.tkl.edu.au
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.
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
Questioning
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Trainers
Team members
Clients
Consumers.
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.
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.
Observation is on-the-job
Demonstration is off-the-job
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.
Task 1: Activities
Complete the following activities within the given time frame.
Activity 1A
1. Imagine you are planning an event or function of some sort (e.g. wedding, business conference or
afternoon tea). Write a brief that you can give to your caterer, detailing your sandwich
requirements.
2. Now swap this brief with another learner. Use their brief to complete activities 1A and 1B.
3. Interpret the brief and determine sandwich requirements. What are the customer’s requests?
What do they need from you?
4. If you had a chance to have a face-to-face discussion with the customer about their requirements,
how would you approach this and what questions would you ask?
5. Spend 10 minutes researching standard sandwich recipes (either within your workplace’s
menus/recipe books or online). Summarise your findings in no more than 300 words.
6. Now, consider both the customer requirements from your brief and the standard recipes that you
have found and outline the sandwich requirements? What works best for your particular situation?
Activity 1B
1. Give at least five examples of different bread types that may be suitable for sandwiches (keep it
relevant to your workplace, if you have one).
2. Give at least five examples of different sandwich fillings (keep it relevant to your workplace, if you
have one).
Spreads
Dairy products
Meat
Seafood
Vegetables.
3. Using the brief from Activity 1A, write a list of ingredients that you will need to make those
sandwiches and meet the customer’s requests.
2. Give five examples of different things that may indicate supplies are spoiled or contaminated.
3. What should you do if you find supplies that are spoiled or contaminated?
Activity 2A
1. Outline three different methods that may be involved in preparing sandwiches and outline what
each one involves in no more than 100 words.
If you have a workplace, outline the ways in which you incorporate the points above into the
preparation of sandwiches. Highlight areas you think could be improved.
If you don’t have a workplace, outline how you would ensure the points above were incorporated
into the preparation of sandwiches if you were to work in a kitchen in the future.
Activity 2B
1. Six different types of knife cuts were outlined in the chapter:
Slice/chop
Dice
Julienne
Mince
Rough chop
Chiffonade.
Your assessor will give you everything you need to complete these cuts. Demonstrate that you
know what each cut is. If possible, take photos of your completed cuts and attach to your
workbook.
If a practical assessment is not applicable, explain each type of knife cut thoroughly.
2. What tips should you take into consideration to ensure knife safety? Give at least two.
Activity 2C
1. Ingredients should be combined appropriately, on the basis of flavour combinations, customer
preference, and standard recipes.
Give five examples of common flavour combinations that you may find in sandwiches.
2. Refer to your list of ingredients from Activity 1B. Explain how you would combine your ingredients.
Ensure that you take into consideration your ‘brief’ and standard recipes too.
Activity 2D
1. What toasting and heating equipment may you use when making sandwiches? Give four examples.
2. Provide at least five aspects of how you can use toasting/heating equipment safely.
Activity 2E
1. Define the French culinary term mise en place in no more than 100 words.
2. In no more than 100 words, explain how mise en place can help you make sandwiches in a logical
manner.
3. Outline other ways that you can ensure you make sandwiches in a logical and sequential manner.
4. List at least five different ways you can minimise waste while making sandwiches.
Activity 3A
1. Give at least three examples of service-ware you could use to present sandwiches on.
2. What service-ware might you use for the following occasions? Provide one answer for each.
Activity 3B
1. Give three examples of an appropriate sandwich garnish
2. Explain in no more than 250 words how the colour of a garnish impacts on the perception of the
food.
3. Give three examples of questions you might ask yourself when visually evaluating a dish.
Activity 3D
1. What happens if sandwiches are left in an environment which is too humid? Your answer should be
no more than 100 words.
5. Provide an overview of ventilation and how it impacts stored sandwiches in no more than 100
words.
6. Give three examples of appropriate storage containers and packaging for sandwiches.
Activity 3E
1. Identify the two stages of effective cleaning and elaborate on each in no more than 250 words
each.
2. List three aspects that contribute to the way in which waste should be disposed of.
3. List 10 dishes which leftover sandwich produce can be reused in to maximise profits and minimise
the environmental impact.
Date(s) of Submission :
Activity 1A
Has the activity been answered and Yes No
performed fully, as required to assess the
(Please circle)
competency of the learner?
Activity 1B
Activity 1C
Activity 2A
Activity 2B
Activity 2C
Activity 2D
Activity 2E
Activity 3A
Activity 3B
Activity 3C
Activity 3D
Activity 3E
Assessors Feedback:
Assessor name:
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
If necessary for the activities, you should attach completed written answers, portfolios or any
evidence of competency to this workbook.
Locate and read date codes and rotation labels on food products
Count portions
Evaluate quality of sandwich ingredients and finished items and make adjustments to ensure
a quality product
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Within your workplace or organisation, find a sandwich recipe based on a customer’s request.
Using the recipe, locate necessary ingredients within your kitchen stores and list the date code
and any rotation label information for each.
2. Using either a genuine customer or another learner roleplaying, carry out an order consultation.
Listen to the customer/learner and make notes about their requests. Explain to the
customer/learner what standard sandwiches are available and then ask appropriate questions to
clarify customer/learner needs.
3. For one customer order where a cooked/heated element is required, locate the relevant recipe
and calculate ingredients needed to complete the order, if the number served in the recipe is
4. Using a standard sandwich recipe used by your organisation, gather all necessary ingredients
and inspect them for freshness and quality. Prepare all ingredients, make the sandwich and
present it. Evaluate the sandwich and its presentation and make appropriate adjustments.
5. During the course of one day, show that you can manage your own speed, timing, and
productivity.
Date(s) of Submission :
Section A
Has the activity been answered and Yes No
performed fully, as required to assess the
(Please circle)
competency of the learner?
Assessors Feedback:
Assessor name:
Culinary terms and trade names for the different types of sandwiches and breads specified in
the performance evidence
Contents of stock date codes and rotation labels and their implication for food quality
standards
Characteristics of different sandwiches specified in the performance evidence:
o appearance and presentation
o bread variations
o classical and contemporary variations
o combinations of ingredients
o freshness and other quality indicators
o service style
o trends
Meaning and role of mise en place in the process of preparing sandwiches
Methods used in sandwich preparation:
o cutting
o garnishing
o layering
o moulding
o portioning
o spreading
Appropriate environmental conditions and methods for storing sandwiches to:
o ensure food safety
o optimise shelf life
Safe operational practices using essential functions and features of equipment used to
produce sandwiches.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
Club
SITHCCC003 Assessment v1.0 22
Training for Knowledge & Livelihood (TKL college)
ABN: 97 619 537 692 RTO Code: 45509 CRICOS Provider Code: 03770M
Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 P 02 8677 3602
Email: [email protected] www.tkl.edu.au
Filled rolls
Focaccia
Open
Pullman
Wraps
White, wholemeal, and grain
Sourdough
Flatbreads.
2. Explain the difference between use-by dates, best before dates and rotation labels in no more
than 200 words.
3. Your assessor will allocate you one type of sandwich. Create a presentation about it which
includes the following information:
4. Choose one standard sandwich recipe used within your workplace or organisation and list all the
mise en place processes you would need to carry out. Explain in no more than 100 words how
carrying out these processes impacts upon the sandwich preparation.
Cutting
Garnishing
Layering
Moulding
Portioning
Spreading.
6. What would the appropriate environmental conditions be for a smoked salmon and cream
cheese sandwich platter that was due to be served in an hour’s time to ensure the food
remained safe and to retain its quality and freshness?
7. For one piece of equipment used in sandwich preparation, explain the essential functions and
features. You may refer to the manufacturer’s manual if needed.
Date(s) of Submission :
Section A
Has the activity been answered and Yes No
performed fully, as required to assess the
(Please circle)
competency of the learner?
Assessors Feedback:
Assessor name:
This activity will enable you to demonstrate the following performance evidence:
Follow safe food handling practices when preparing at least one of each of the following hot
or cold sandwiches within commercial time constraints:
o club
o filled rolls
o focaccia
o open
o pullman
o wraps
Use a variety of fillings and ingredients to prepare above sandwiches using each of the
following breads at least once:
o white, wholemeal, and grain
o wraps
o sourdough
o flatbreads
Present sandwiches in line with organisational presentation requirements
Store sandwiches and ingredients to optimise shelf life in line with environmental conditions
and food safety practices.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Follow safe food handling practices when preparing at least one of each of the following hot or
cold sandwiches within commercial time constraints:
Club
Filled rolls
Focaccia
Open
Pullman
Wraps.
2. Use a variety of fillings and ingredients to prepare sandwiches type from question one using
each of the following breads at least once:
4. Within your workplace or organisation, store sandwiches and ingredients to optimise shelf life in
line with environmental conditions and food safety practices.
SITHCCC003 Assessment v1.0 25
Training for Knowledge & Livelihood (TKL college)
ABN: 97 619 537 692 RTO Code: 45509 CRICOS Provider Code: 03770M
Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 P 02 8677 3602
Email: [email protected] www.tkl.edu.au
Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Date(s) of Submission :
Section A
Has the activity been answered and Yes No
performed fully, as required to assess the
(Please circle)
competency of the learner?
Assessors Feedback:
Assessor name: