V2 - SITHCCC003 Prepare and Present Sandwiches - Stude - 221205 - 204548
V2 - SITHCCC003 Prepare and Present Sandwiches - Stude - 221205 - 204548
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Comments:
Note: student is required be marked satisfactory in all assessment tasks to be deemed competent in this
unit.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Assessor/Assessor.
3. I have retained a copy of my Assessment.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
This assessment booklet and tools has been designed for students undertaking face to face mode of study to
provide information before students take assessments and contains assessment tools to assess the skills and
knowledge required from students to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or work based.
Please read all the information given to you when you receive this assessment booklet. If you do not
understand any part of this booklet, please inform your assessor/Assessor.
PART 1: Assessment information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout unit to achieve the competency. It includes:
PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment
task. In each assessment task, students will find the following information:
• Task instructions.
• Role play / Practical Demonstration information.
• Information on resources required, where applicable
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
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Assessment Information
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
This unit describes the performance outcomes, skills and knowledge required to prepare and present a
variety of sandwiches in a hospitality or catering organization, such as cafes, kiosks, canteens and cafeterias,
or to organizations where catering forms only a small part of the business.
The unit applies to operational personnel who make pre-prepared and on demand sandwiches according to
customer requests. Sandwiches may be classical or modern, hot or cold, of varying cultural and ethnic origins
and use a variety of fillings and types of bread.
It applies to individuals who work with very little independence and under close supervision. They follow
predefined organizational procedures and report any discrepancies to a higher-level staff member for action.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of
publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITHCCC003- Prepare and present
sandwiches
Elements
Elements Elements Title
1 Select ingredients.
2 Make sandwiches.
3 Present and store sandwiches.
Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in
the context of the job role, and:
• 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
• use a variety of fillings and ingredients to prepare above sandwiches using each of the
following breads at least once:
➢ white, whole meal, and grain
➢ wraps
➢ sourdough
➢ flatbreads
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Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance
criteria of this unit:
• 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:
➢ appearance and presentation
➢ bread variations
➢ classical and contemporary variations
➢ combinations of ingredients
➢ freshness and other quality indicators
➢ service style
➢ trends
• meaning and role of mise en place in the process of preparing sandwiches
• methods used in sandwich preparation:
➢ cutting
➢ garnishing
➢ layering
➢ molding
➢ portioning
➢ spreading
• appropriate environmental conditions and methods for storing sandwiches to:
➢ ensure food safety
➢ optimize shelf life
• safe operational practices using essential functions and features of equipment used to produce
sandwiches.
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the
following resources for the unit.
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are shown in
the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with
unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two
opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two
reassessments in a unit of competency student will be required to repeat the unit as per the scheduled
delivery of the course. For further details, refer to Astral Institute Re-Assessment Policy and Astral Institute
Course Progress Policy.
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Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks
within the date and time specified in the session plan. This will demonstrate that you have all the required
skills and knowledge for this unit.
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Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:
• Your assessor will mark the submitted assessment, provide feedback to you and complete the
comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
• You must submit all assessments on or before the due date specified by the assessor as per the
training plan.
• Extensions for individual assessment tasks may be negotiated in specific circumstances with your
assessor/Assessor. However, you need to provide genuine evidence documents when seeking an
extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an
extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by
the Assessor in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the
integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as brainstorming,
you must submit your own original work and must not copy the work of other students. Plagiarism is
unacceptable.
• You can submit your assessment tasks through the hand in hard copies in the classroom.
Once the assessments have been completed, the assessor will record the assessment results on the student
assessment record sheets and all results will be approved by the course coordinator.
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All assessment records submitted to the assessor for marking will be stored and retained properly. And a
hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the Astral
Institute record control policy accessible by the Student Administration Officer.
Assessment outcomes:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more
training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have
completed all assessments and have provided the appropriate evidence required to meet all criteria in line
with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet
Competent and will be eligible to be re-assessed in accordance with the Astral Institute Re-Assessment
Policy and Astral Institute Course Progress Policy.
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have
completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not
Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Astral
Institute Re-Assessment Policy and Astral Institute Course Progress Policy. As this is a competency-based
program, the assessment continues throughout the program until you either achieve Competency in the
assessment tasks or a further training need is identified and addressed.
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Support:
You may seek clarification about the assessment information and the instructions and tasks at any time from
the assessor.
Where pre-training interviews and assessments reveal that a student may require special support or where,
after enrolment, it is made apparent that the student requires special support, reasonable adjustments will
be made to the learning environment, training delivery, learning resources and/or assessment tasks to
accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the
student’s particular needs, while also taking into account factors such as the student’s views, the potential
effect of the adjustment on the student and others and the costs and benefits of making the adjustment.
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
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Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback
will be given to you at the completion of the assessment.
During role play, the assessor may act as a client
or employer, where required, but the assessor will not interfere with the assessment. If the assessment
activities might impact on your safety or that of others, the assessor will stop the assessment immediately.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths
and weaknesses or be an overall comment on your submission. A copy of the feedback along with your
submission will be given to you and you must keep a copy of it throughout the completion of the course.
Student Declaration:
I .............................................................................. (Student Name) have read and understand the
information provided above and also understand and accept that any act of plagiarism and academic
dishonesty may have penalties including cancellation or suspension of my enrolment with Astral Institute. I
further declare that:
• All assessment work submitted for this unit competency is my own original work and plagiarism and
collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by another person.
• I have retained a copy of this assessment for my own records in the event I have to reproduce my
work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment
which may be different to the one originally submitted.
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Assessment tasks
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
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Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment
task is original and has not been copied or taken from another source except where this work has been
correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task,
which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, reliable and I have received, discussed and accepted my result
flexible assessment with this student, and I have as above for this task and I am aware of my appeal
provided appropriate feedback rights.
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You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date
specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question and short answers listed in
Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
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2. What four things should you keep in mind when identifying and selecting bread and fillings for
sandwiches?
(a) Recipe, quality, freshness and stock rotation requirements.
(b) Cost, food production requirements, recipe and quality.
(c) Special customer requests, quantities to be produced, portion control and deadlines.
(d) How the ingredients look, feel, smell and taste.
3. What are two indications of spoilage in fresh lettuce and leafy greens?
(a) Clear green colour and brown stems where it has been cut.
(b) Mould where the leaves join the stem and a soft texture.
(c) An earthy smell that indicates soil damage and an open, soft head.
(d) Browning and limp, soggy leaves.
5. What is a safe food-handling practice you should follow when preparing sandwiches.
(a) Change your disposable gloves after handling each ingredient when assembling the sandwich.
(b) Wash vegetables thoroughly before preparing or using them.
(c) Prepare all cooked ingredients, wash your chopping board and prepare all raw ingredients.
(d) Keep a range of utensils near the service area so you always have the correct tool for handling
or serving sandwich ingredients.
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8. It's important that the bread base you select complements the fillings that are placed on it.
Traditionally, which of the following bread bases is most suited to a filling of salmon, cheese and
salad?
(a) Gluten-free bread.
(b) Brown bread.
(c) White bread.
(d) Fruit bread.
10. Which of the following safety tips should you follow when operating toasting and heating
equipment?
(a) Clean when the equipment is still warm to easily remove burnt food particles.
(b) Remove sandwich from toasting and heating equipment with your hands or a metal spatula.
(c) Tape frayed or damaged electrical cords to prevent electrocution.
(d) Remove sandwich from toasting and heating equipment with a silicone or wooden utensil.
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12. What service ware should you use to present toasted and other hot sandwich varieties?
(a) Clean, chilled service ware, free from chips and cracks.
(b) A clean cane basket lined with a serviette.
(c) Heated service ware to help the sandwich hold its temperature.
(d) Clean, heated service ware free from chips and cracks.
13. What type of service ware would be used to present multiple sandwich points at an afternoon tea
function?
(a) Dinner plates.
(b) Large bowls.
(c) Entrée plates.
(d) Large platters.
14. Which of the following items traditionally are served with bookmaker and club sandwiches?
(a) Deep fried parsley.
(b) Crispy potato chips or French fries.
(c) Small mound of coleslaw.
(d) A simple sprig of fresh herb and a tomato wedge.
15. What’s the last thing you should do before serving a sandwich to a customer?
(a) Check for correct taste and make food quality adjustments.
(b) Preheat or chill the plates you’re serving the sandwiches on.
(c) Visually evaluate the sandwich and adjust presentation accordingly.
(d) Check that the sandwich doesn’t contain ingredients which could cause an allergic reaction.
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17. How should you store by-products and off-cuts for later use elsewhere in the production process?
(a) Cover and place in the area of the kitchen where they will be required later.
(b) Place in a lidded, tightly sealed container, label with the date and freeze until required.
(c) Refrigerate food items on a tray near the door of the refrigerator for easy visibility and access.
(d) Place in a clean container, cover and clearly label what the contents are. Place in the
refrigerator.
18. How should you store the remaining loaf of fresh soft bread at the end of the service period?
(a) Under refrigeration in moisture-proof wrapping.
(b) At room temperature in moisture-proof wrapping.
(c) In the freezer at below minus 18 °C.
(d) Unwrapped in a cool position within the kitchen.
19. How can you reduce the number and type of cleaning tasks you have to complete at the end of a
service period?
(a) Use the cleaning schedule to ensure everyone knows their responsibilities.
(b) Allocate cleaning tasks at the start of a shift amongst the team and monitor completion.
(c) Clean and tidy your work area as you complete each task during preparation and service.
(d) Train all staff in correct cleaning techniques so equipment and work areas are cleaned correctly,
reducing repetition of tasks.
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20: List eight different types of bread suitable for making sandwiches.
21: What sort of bread is generally used when preparing sandwiches with fish fillings?
22: List three quality indicators to look for when selecting meat for a sandwich.
23: How do you use stock rotation procedures and date labels to minimise stock loss and ensure the
ingredients you select are fresh and safe for consumption?
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25: List six mise en place tasks you may need to perform in preparation for making sandwiches.
26: It’s important to take an organized and logical approach to making sandwiches. Put the steps for
making a toasted sandwich in the correct order.
Prepare ingredients.
27: List three reasons for using a spread when making sandwiches.
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31: Give one example of when you’re likely to use piping as a method when making sandwiches.
32: What equipment can you use to ensure your meat fillings are uniform in size and presentation?
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34: List six safety tips for using portable toasting equipment.
35: Briefly outline the steps involved in making an open or danish sandwich.
37: You are preparing 40 sandwiches on your own for packaging and display prior to the lunchtime rush.
What method of production can you use to prepare the sandwiches in a logical and efficient
manner?
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39: You have made a batch of sandwiches to be served on platters at a function that starts in one hour.
What do you do with the sandwiches to ensure they remain fresh, visually appealing and safe to
eat?
40: What information should you record on containers of leftover ingredients prior to storing?
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2. What four things should you keep in mind when identifying and selecting bread and S NS
fillings for sandwiches?
3. What are two indications of spoilage in fresh lettuce and leafy greens? S NS
5. What is a safe food-handling practice you should follow when preparing sandwiches. S NS
6. How can you ensure consistent visual appearance and portioning of ingredients of S NS
sandwiches?
7. What are the ingredients for a club sandwich? S NS
8. It's important that the bread base you select complements the fillings that are placed S NS
on it. Traditionally, which of the following bread bases is most suited to a filling of salmon,
cheese and salad?
9. Select a suitable condiment to be spread on a sandwich containing ham and salad. S NS
10. Which of the following safety tips should you follow when operating toasting and S NS
heating equipment?
11. What is the logical and sequential order for making a sandwich? S NS
12. What service ware should you use to present toasted and other hot sandwich S NS
varieties?
13. What type of service ware would be used to present multiple sandwich points at an S NS
afternoon tea function?
14. Which of the following items traditionally are served with bookmaker and club S NS
sandwiches?
15. What’s the last thing you should do before serving a sandwich to a customer? S NS
16. At 10.00 am you complete making a batch of sandwiches for a private function S NS
commencing at 4.00 pm that day. How should you store the sandwiches prior to the
service time?
17. How should you store by-products and off-cuts for later use elsewhere in the S NS
production process?
18. How should you store the remaining loaf of fresh soft bread at the end of the service S NS
period?
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ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
19. How can you reduce the number and type of cleaning tasks you have to complete at S NS
the end of a service period?
Q20: List eight different types of bread suitable for making sandwiches. S NS
Q21: What sort of bread is generally used when preparing sandwiches with fish fillings? S NS
Q22: List three quality indicators to look for when selecting meat for a sandwich. S NS
Q23: How do you use stock rotation procedures and date labels to minimise stock loss S NS
and ensure the ingredients you select are fresh and safe for consumption?
Q24: You have obtained a sealed packet of baby spinach. What signs of contamination or S NS
spoilage should you look for before commencing preparation?
Q25: List six mise en place tasks you may need to perform in preparation for making S NS
sandwiches.
Q26: It’s important to take an organized and logical approach to making sandwiches. Put S NS
the steps for making a toasted sandwich in the correct order.
Q27: List three reasons for using a spread when making sandwiches. S NS
Q28: List three sandwich-making methods you are likely to use when preparing S NS
tea/pullman sandwiches?
Q29: What shapes can a tea/pullman sandwich be cut into? S NS
Q31: Give one example of when you’re likely to use piping as a method when making S NS
sandwiches.
Q32: What equipment can you use to ensure your meat fillings are uniform in size and
S NS
presentation?
Q33: What ingredients are in a standard recipe for a club sandwich? S NS
Q34: List six safety tips for using portable toasting equipment. S NS
Q35: Briefly outline the steps involved in making an open or danish sandwich. S NS
Q37: You are preparing 40 sandwiches on your own for packaging and display prior to S NS
the lunchtime rush. What method of production can you use to prepare the
sandwiches in a logical and efficient manner?
Q38: Briefly describe how sandwiches are prepared using this method. S NS
Q39: You have made a batch of sandwiches to be served on platters at a function that S NS
starts in one hour. What do you do with the sandwiches to ensure they remain
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Assessor remarks
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ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment
task is original and has not been copied or taken from another source except where this work has been
correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task,
which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, reliable and I have received, discussed and accepted my result
flexible assessment with this student, and I have as above for this task and I am aware of my appeal
provided appropriate feedback. rights.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date
specified by the assessor:
- Completed Production plan for each Practical Demonstration Session including recipe cards (Total
3)
- Cook and present all the menu items for each session and present to assessor
- Portfolio photos for 3 sessions
- Completed and sign the cover sheet for assessment task
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
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▪ You must follow safe food handling practices when preparing at least one of each of the following
hot or cold sandwiches within commercial time constraints in Astral Institute kitchen:
➢ club
➢ filled rolls
➢ focaccia
➢ open
➢ pullman
➢ wraps
▪ You must use a variety of fillings and ingredients to prepare the sandwiches mentioned using the
following breads at least once:
➢white, whole meal, and grain
➢wraps
➢sourdough
➢flatbreads
▪ You must use the following methods used in sandwich preparation:
➢cutting
➢garnishing
➢layering
➢moulding
➢portioning
➢spreading
▪ You are required to present sandwiches in line with organisational presentation requirements.
▪ You must store the sandwiches and ingredients to optimize shelf life in line with environmental
conditions and food safety procedures.
Practical Demonstration 1
▪ club
▪ filled rolls
▪ use a variety of fillings and ingredients to prepare above
sandwiches using each of the following breads at least once:
➢ white, whole meal, and grain
➢ wraps
➢ sourdough
➢ flatbreads
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At the start of session your assessor will check if you are in full uniform and carrying your knife kit. assessors
will be checking your uniform for cleanliness and that you have full uniform on prior to allowing you to begin
the session.
As per menu for defined in above skills demonstration session your assessor will provide you standard recipe
cards. Read carefully all the recipe information given to you when you receive it. If you do not understand
any part, please ask your assessor.
You will have four (4) hours each to prepare for and present sandwiches for each skills demonstration
session and your Assessor will set commercial time constraints according to menu for each sandwich to
reflect industry environment.
You are required to consult with your assessor and internal customers (Astral Institute staff and students) for
the session. You must confirm the food production requirements with assessor from session menu and
standard recipes including:
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
After confirming the food production requirements now, you must write Production Plan in the template
provide in this guide according to the menu on the session.
Part A: Menu details and food production requirements: Write all dishes from the menu for the
session and number of serve your assessor asked you to cook.
Number of serves you are asked to cook may be different than number of serves specified in standard recipe
you have been provided. You are required to adjust quantity of ingredients according to number of serves
you are cooking.
Also record your name, student number and the date of each skills demonstration session in the production
plan template.
Part B: Equipment: This part requires you to identify and list all types the equipment required to cook for
each from the session menu.
You must select correct equipment type and size for each dish and mention the equipment used for each
method e.g. Oven if its gas oven or fan forced or convention oven.
Your Assessor/assessor will observe if you have selected right equipment for the job and will observe you
while assembling the equipment and its cleanliness, safety requirements as per operating manual.
Part C: Ingredients:
This part requires you to identify all the ingredients from standard recipes provided to you and calculate
ingredient amounts according to per number of serves you are preparing. Enter the ingredients on
production plan. This will require your numeracy skills to calculate the quantity and number of serves.
• You are required to list tasks for Mis-en-place for sandwiches which includes weighing and
measuring wet and dry ingredients according to the recipe and quantity of sandwiches required. This
also helps in minimising waste and maximising profitability of sandwiches produced.
• You are required to identify suitable cooking method for sandwiches.
• You are required to write step by step plan for each how you will prepare and present sandwiches
from menu using logical flow including techniques to garnish, decorate, plate and present
sandwiches.
• Logical flow means for each sandwich, you are required to follow steps in sequence as per standard
recipe to ensure final dish is cooked as per industry standards.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
• You must use safe-food handling practices to hygienically prepare the following sandwiches:
➢ club
➢ filled rolls
➢ focaccia
➢ open
➢ pullman
➢ wraps
e.g. Use gloves and change them as required, prepare raw meat, seafood, vegetables and fruits on
different colour-coded chopping boards.
• You must cut the other ingredients needed to complete sandwiches to ensure uniformity.
• You must combine ingredients appropriately based on flavour combinations, customer preference
and standard recipe to prepare the desired fillings and spreads.
e.g. Spreads- Cream cheese, Meat spreads, Mustard, Chutney
Fillings- Vegetables such as lettuce, cucumber, tomatoes.
Meat fillings used in sandwiches are pre-cooked.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
• Final dish going for presentation must be as par with industry standard. Present them to your
assessor for assessment. Your assessor and internal staff (invited to taste meals) will act as customer
for your produced dish and your assessor or customer may ask you to adjust the sandwich according
to their preference.
Step 4- Portfolio of work done
• You are required to take at least 2 photos during each skills demonstration and affix them at the
space provided in Template for Portfolio.
• You should write name of sandwich for each photo and date when it was taken.
Step 5- End of service Procedures
• After you finish your presentation to your assessor, you must store the food items at the appropriate
temperature and under the correct storage conditions to maintain quality, freshness and customer
appeal, and to minimise wastage and spoilage. This will include storing in appropriate environmental
conditions Including:
o humidity
o light
o packaging
o temperature
o use of containers
o ventilation
e.g. You must store sandwiches separately, in appropriate containers and label them
correctly to avoid cross contamination. E.g. Make sandwiches and stack, without cutting, on
trays lined with greaseproof paper and place under refrigeration at below 5 degrees by
covering with clean damp cloth and/or plastic cling wrap.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Things to remember
• Use logical sequence for the tasks in both mise en place and • Some recipes may require
cooking adjustment
• Times are for guidance, may vary depending on the recipe/s • “Clean as you go” will save you
time
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Recipe Name
Portion Size Outlet
Qty. Qty. Unit Total
Preparation Ingredients Unit
(4 pax) (20 pax) cost 4 pax 20 pax
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
LOG INSTRUCTIONS
Your assessor will do the following.
• Observe you in Astral Institute kitchen, preparing and presenting sandwiches.
• Provide a range of recipes and ingredients.
• Use the checklist below for marking in conjunction with demonstration log
• Observe you over a period while you learn and use various skills/tasks.
• Observe you while preparing hot or cold sandwiches while following safe food handling practices at least once.
• Observe while you use a variety of fillings and ingredients to prepare sandwiches using different breads mentioned in the session plan at least once.
• Ensure that you can consistently perform all tasks multiple times satisfactorily.
• Decide when you are competent at all tasks.
• Regularly enter the log’s details via hard copy to enable you to track your progress.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
• During Planning and preparing for cooking student completed following tasks:
• Stage 1- SELECT INGREDIENTS
Student confirms sandwich
requirements based on standard
recipes and customer requests.
•
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
• Student combines
ingredients appropriately based on
flavour combinations, customer
preference and standard recipes.
• e.g. Spreads- Cream cheese,
Meat spreads, Mustard, Chutney
• Fillings- Vegetables such as
lettuce, cucumber, tomatoes.
• Meat fillings
used in sandwiches are pre-
cooked.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
• accompaniments and
garnishes that maximise
visual appeal:
• balance
• colour
• contrast
• plating food for practicality
of:
• customer consumption
• service
• wiping drips and spills.
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Final Outcome:
Yes No Yes No
Yes No
_ _/_ _/_ _ _ _ _ _/_ _/_ _ _ _ _/_ _/_ _ _ _ _/_ _/_ _ _ _ _/_ _/_ _ _ _/_ _/_ _
Date of demonstration: _ _ _ __ __
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Code: SITHCCC003
Assessor: …………………………………………………………………….
_______________
Assessor
(signature)
_______________
Student
(signature)
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Portfolio Template
Session 2
Portfolio Template
Session 3
Portfolio Template
Session 4
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
(AT2-Task2) Practical
YES NO YES NO
Demonstration log
Feedback to Student
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C