Com SITHCCC028 Student Pack Ver Feb 2023 1

The Imperial College of Australia
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212 Hoddle Street, Abbotsford, Victoria 3067 (Australia)
Tel 61 3 9417 4777
Web www.imperial.edu.au Email [email protected]
SITHCCC028 - Prepare appetisers and salads

Student Pack
What is the purpose of this document ?
The Student Pack is the document you, the student, needs to complete to demonstrate competency.
This document includes the context and conditions of your assessment, the tasks to be completed by
you and an outline of the evidence to be gathered.
The information includes the following:
 Information related to the unit of competency

 Guidelines and instructions to complete each task and activity
 A student evaluation form
Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are
encouraged to evaluate this document and provide constructive feedback to their training organisation
if they feel that this document can be improved.
Link to other unit documents
 The Student Pack is a document for students to complete to demonstrate their competency. This
document includes context and conditions of assessment, tasks to be administered to the
student, and an outline of the evidence to be gathered from the student.
 The Unit Mapping is a document that contains information and comprehensive mapping with the
training package requirements.
 The Unit Requirements is a document that contains information related to the unit of
competency for the Training Organisation staff and students.
Please note:
Before completing this assessment, you must have been deemed competent on the following Pre-
requisite unit:
Unit: SITXFSA005– Use hygienic practices for food safety
Assessment Plan
Evidence number/ Task Assessment method/ Type of evidence/ Task name

number
Assessment task 1 Knowledge Test
Assessment task 2 Skill Test
BJSB Pty Ltd. trading as SITHCCC028 Student Pack

The Imperial College of Australia Version: February 2023
CRICOS ID: 02858M, RTO ID: 121966 Page 1 of 54
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Pre-Assessment Checklist: Task 1 - Knowledge Test

The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Section 1: Information for Students
 Make sure you have completed the necessary prior learning before attempting this
assessment.
 Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
 Make sure you understand what evidence is required to be collected and how.
 Make sure you know your rights and the Complaints and Appeal process.
 Make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A
and negotiate these with your trainer/assessor).
 Make sure that you have access to a computer and the internet (if you prefer to type the
answers).
 Make sure that you have all the required resources needed to complete this assessment
task.
 The due date of this assessment task is in accordance with your timetable.
 In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an
extension to submit your assessment work.
 The request for an extension to submit your assessment work must be made before the
due date.
Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment.
Please tick the above ONLY if you require a reasonable adjustment.
Declaration (Student to complete)

 I confirm that the purpose and procedure of this assessment task has been clearly
explained to me.
 I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
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Tel 61 3 9417 4777
 I confirm that the criteria used for this assessment has been discussed with me, as have
the consequences and possible outcomes of this assessment.
 I confirm I have accessed and understand the assessment information as provided in the
Training Organisation’s Student Handbook.
 I confirm I have been given fair notice of the date, time, venue and/or other arrangements
for this assessment.
 I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines:

Knowledge Test
Assessment type
 Written Questions
Instructions provided to the student:
Assessment task description:
 This is the first (1) assessment task you must successfully complete to be deemed
competent in this unit of competency.
 The Knowledge Test is comprised of eleven (11) written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide an answer within the
required word limit, to be deemed satisfactory in this task
 You will receive your feedback within two (2) weeks, and you will be notified by your
Trainer/Assessor when your results are available.
Applicable conditions:
 All knowledge tests are untimed and are conducted as open book assessment (this means
you can refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use a computer to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task, you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 The student may speak to their trainer/assessor if they have any difficulty in completing
A.B.N. 85 123 406 039
Tel 61 3 9417 4777
this task and require reasonable adjustments.

 For more information, please refer to the Training Organisation’s Student Handbook.
Location:
 This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
 Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.
Instructions for answering the written questions:
 Complete a written assessment consisting of a series of questions.

 You will be required to answer all the questions correctly.
 Do not start answering questions without understanding what is required. Read the
questions carefully and critically analyse them for a few seconds; this will help you to
identify what information is needed in the answer.
 Your answers must demonstrate an understanding and application of the relevant concepts
and critical thinking.
 Be concise, to the point and write answers within the word-limit given to each question. Do
not provide irrelevant information. Remember, quantity is not quality.
 You must write your responses in your own words.
 Use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups based on attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender-inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from other sources to write
your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to prepare appetisers
and salads in a range of contexts and industry settings and knowledge regarding the following:
 Knowledge of the culinary terms and trade names for ingredients commonly used in the
production of different appetisers and salads
 Knowledge of the contents of date codes and rotation labels for stock
 Knowledge of the historical and cultural origins of appetisers and salads
 Knowledge of the characteristics of different appetisers and salads:
 appearance and presentation:
 balance
 colour
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 contrast
 classical and contemporary variations
 freshness and other quality indicators
 service style
 taste
 texture
 Knowledge of the quality indicators for appetisers and salads
 Knowledge of the cookery methods for appetisers and salads specified in the performance
evidence
 Knowledge of the dressings, sauces and garnishes for salads
 Knowledge of the mise en place requirements for appetisers and salads
 Knowledge of the plating methods for practicality of service and customer consumption
 Knowledge of the appropriate environmental conditions for storing appetiser and salad
products to:
 ensure food safety
 optimise shelf life
 Knowledge of the safe operational practices using essential functions and features of
equipment used to produce appetisers and salads.
Task instructions
 This is an individual assessment.

 To ensure your responses are satisfactory, consult a range of learning resources and other
information such as handouts, textbooks, learner resources etc.
 To be assessed as Satisfactory in this assessment task, all questions must be answered
correctly.

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Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.
Q1: Answer the following questions regarding culinary terms and trade Satisfactory
names: response
1.1. Identify culinary terms and trade names of five (5) ingredients Yes ☐ No ☐
commonly used in the production of different appetisers and salads given
in column 1 of the table.
Appetisers and salads Ingredients (Identify 5)
Antipasto platter 1. Prosciutto

2. Mozzarella
3. Olives
4. Sun-dried tomatoes
5. Marinated artichoke hearts
Catalan fig tapas
1. Figs
2. Almonds
3. Goat cheese
4. Honey
5. Thyme
Tossed seafood salad 1. Shrimp

2. Squid
3. Scallops
4. Mixed greens
5. Cherry tomatoes
BBQ rainbow beef salad 1. Beef

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(Compound Salad) 2. Mixed greens

3. Bell peppers
4. Red onions
5. Corn kernels
1.2. Outline the culinary terms and trade names listed in the table.
Culinary Explanation (Single sentence each)

terms and
trade
names
Hors Refers to small savory dishes served before a meal, typically in

D’oeuvres bite-sized portions, to stimulate the appetite. Refers to small
savory dishes served before a meal, typically in bite-sized
portions, to stimulate the appetite.
Canapes Small, decorative appetizers consisting of a base (such as a
cracker or bread) topped with various ingredients like
spreads, meats, cheeses, or vegetables.
Appetisers
Appetizers: General term used to describe a variety of small

dishes or snacks served before the main course to stimulate
the appetite
Q2: Explain the historical and cultural origins of appetisers and salads listed Satisfactory
in the table. response
Yes ☐ No ☐
Appetisers and salads Historical and cultural origins (30-50
words)
Antipasto
The term "antipasto" comes from Italian cuisine

and refers to an assortment of cured meats,
cheeses, marinated vegetables, and other small
bites that are traditionally served before the
main course. It has its roots in ancient Roman
cuisine and has evolved over centuries as a
popular starter in Italian meals

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Salads
Salads have a diverse and widespread cultural

origin. Ancient Greeks and Romans had simple
vegetable salads, while the Chinese and
Egyptians included ingredients like herbs, fruits,
and vinegar. The modern concept of salads as a
mix of ingredients emerged during the
Renaissance in Europe, and they have since
become popular worldwide, reflecting regional
and cultural preferences in their ingredients
and dressings.
Q3: Answer the following questions: Satisfactory

response
3.1. Identify the dressings and garnishes for salads listed in the table.
Yes ☐ No ☐
Where dressings and garnishes are not used, write not applicable.
Salads Dressings Garnishes
Warm red Fresh herbs like cilantro or

lentil penne parsley, toasted pumpkin
salad with A tangy vinaigrette made seeds, or crumbled feta
chilli pumpkin with ingredients such as cheese.
olive oil, lemon juice, and
herbs like basil or parsley.
BBQ rainbow A smoky barbecue dressing Sliced green onions, crispy fried
beef salad with ingredients like onions, diced tomatoes, or
barbecue sauce, vinegar, avocado slices
honey, and spices.
3.2. Identify any three (3) sauces used in salads.
1.Ranch Dressing
2. Balsamic Vinaigrette
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3. Caesar Dressing
Q4: Answer the following questions: Satisfactory

response
4.1. Identify three (3) contents of date codes.
Yes ☐ No ☐
1 Date: The specific date when a product was manufactured, produced, or
packaged.
2 Time: The time of day when the product was manufactured, produced, or
packaged.
3 Batch or Lot Number: A unique identifier assigned to a specific batch or lot of
products.
4.2. Identify three (3) contents of rotation labels for stock.
1 Item Name/Description: The name or description of the stock item being labeled.
2 Date: The date when the stock item was received or placed into the inventory.
3 Quantity: The quantity or amount of the stock item that is being labeled

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Q5: For each of the salads and appetisers listed in column 1 of the table Satisfactory response
below, identify the following characteristics:
a) Appearance Yes ☐ No ☐
a. balance
b. colour
c. contrast
b) Bread variations
c) Classical and contemporary variations
d) Combinations of ingredients
e) Freshness and other quality indicators
f) Service style
g) Trends
Salads Appearance: Classical and Freshness Services Taste and texture

and contemporary and other style
appetisers  balance variations quality
 colour indicators
 contrast
Two (2)
each
Antipasto Various Classic: Freshness Typically Combination of textures:

components Combination of of served on soft cheeses, cured meats,
arranged in a cured meats, ingredients, a platter or crunchy vegetables.
balanced manner cheeses, vibrant wooden
with contrasting marinated colors, and board for
colors. sharing.
vegetables. flavors
Tossed Classic: Lettuce, Crisp and Often Balanced taste with a

salad tomatoes, fresh served in a combination of flavors from
Mix of fresh
vegetables tossed cucumbers, vegetables, large salad the vegetables and dressing,
together, onions, and vibrant bowl, and a mix of crunchy and
providing a dressing. colors, and plated tender textures.
visually appealing Contemporary: well individuall
mix of colors. Incorporates a dressed y or
wider variety of greens. shared
ingredients like
nuts, fruits, or
different types of
greens.
Satisfactory response

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Q6: Identify the cookery methods from the following list for different Yes ☐ No ☐
types of appetisers and salads listed in the table.
 Baking
 Boiling
 Frying
 Grilling
 Poaching
 Roasting
 Steaming
Appetisers and salads Cookery Method
Antipasto platter
No specific cookery method

required.
Gobi Manchurian (Canapes) Frying.
Catalan fig tapas
No specific cookery method

Required
Tossed Seafood salad
Poaching or boiling.
BBQ rainbow beef salad

(Compound Salad)
Grilling or roastiing
Pasta and egg salad (Farinaceous) boiling

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Warm red lentil penne salad with

chilli pumpkin and tahini dressing
Boiling, roasting, or baking
Q7: Answer the following questions: Satisfactory response
7.1. Discuss the mise en place requirements in the process of

preparing appetisers and salads using 20 words minimum. Yes ☐ No ☐
Mise en place requirements in preparing appetisers and salads include

prepping ingredients, organizing tools, and setting up workstations to
ensure efficient and smooth workflow
7.2. What is the meaning and role of mise en place in the process of
preparing appetisers and salads? Write your answer in 20 words
minimum.
Mise en place, meaning "everything in its place," involves prepping and

organizing ingredients and tools to ensure a smooth cooking process for
appetisers and salads
8.1. Discuss appropriate environmental conditions and methods for

storing salads and appetisers to ensure food safety and optimise shelf Yes ☐ No ☐
life using 20 words minimum.
To ensure food safety and optimize shelf life, salads and appetisers
should be stored in refrigerated conditions, tightly sealed, labeled, and rotated
regularly to maintain freshness and prevent cross contamination.
8.2. How should you store raw materials/ingredients used during

preparation of sandwiches? Write your answer using 20 words
minimum.
Raw materials/ingredients used in sandwich preparation should be

stored in appropriate containers, labeled, and stored at recommended
temperatures to prevent cross-contamination and maintain freshness.

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Q9: Answer the following questions regarding safe operational practices Satisfactory response
using essential functions and features of equipment used to produce
seafood dishes:
Yes ☐ No ☐
9.1. Discuss the safe operational practices required when using
essential functions and features of different equipment when preparing
salads and appetisers. Write your answer using 20 words minimum.
Safe operational practices when using equipment for salad and

appetizer preparation include following manufacturer instructions,
using proper safety gear, and ensuring equipment is well maintained
and operated with caution.
9.2. Outline the following for using salamander during preparation of

salads and appetisers.
a) Safe operational practices (Three)
1. Ensure proper ventilation.

2. Use appropriate protective gear.
3. Monitor food closely.
b) Maintenance and Storage practices (Three)
1. Regular cleaning.
2. Proper storage.
3. Periodic inspection and maintenance.

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Q10: Identify any three (3) quality indicators for appetisers and salads. Satisfactory response
Yes ☐ No ☐
1. Freshness: The freshness of the ingredients used in the appetisers and salads is a crucial quality indicator.
2. Flavor balance: A well-executed appetiser or salad should have a balanced combination of flavors.
3. Texture: Texture plays an important role in the enjoyment of appetisers and salads.
11.1. What are the plating methods for practicality of service and
customer consumption? Write your answer using 20 words minimum. Yes ☐ No ☐
Plating methods for practicality of service and customer consumption

include portion control, arranging components for easy access, and considering
visual appeal and ease of eating.
11.2. What is the practical plate presentation? Write your answer using
20 words minimum.
Practical plate presentation involves arranging the dish in a visually

appealing and organized manner that allows for easy serving, eating, and
minimal mess.

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Pre-Assessment Checklist: Task 2 – Skill Test

The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Section 1: Information for Students
 Make sure you have completed the necessary prior learning before attempting this
assessment.
 Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
 Make sure you understand what evidence is required to be collected and how.
 Make sure you know your rights and the Complaints and Appeal process.
 Make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A
and negotiate these with your trainer/assessor).
 Make sure that you have access to a computer and the internet (if you prefer to type the
answers).
 Make sure that you have all the required resources needed to complete this assessment
task.
 The due date of this assessment task is in accordance with your timetable.
 In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an
extension to submit your assessment work.
 The request for an extension to submit your assessment work must be made before the
due date.
Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment.
Please tick the above ONLY if you require a reasonable adjustment.
Declaration (Student to complete)

 I confirm that the purpose and procedure of this assessment task has been clearly
explained to me.
 I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
A.B.N. 85 123 406 039
Tel 61 3 9417 4777
 I confirm that the criteria used for this assessment has been discussed with me, as have
the consequences and possible outcomes of this assessment.
 I confirm I have accessed and understand the assessment information as provided in the
Training Organisation’s Student Handbook.
 I confirm I have been given fair notice of the date, time, venue and/or other arrangements
for this assessment.
 I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines:

Skill Test
Assessment type
 Skill Test - Prepare appetisers and salads
Instructions provided to the student:
Assessment task description:
 This is the second (2) assessment task you must successfully complete to be deemed
competent in this unit of competency.
 This assessment task is a Skills Test.
 This assessment task consists of four (4) practical demonstration activities.
o Activity 1: Selection of ingredients according to food preparation list and standard
recipes
o Activity 2: Selection and preparation of equipment
o Activity 3: Portioning and preparation of ingredients.
o Activity 4: Prepare, plate and present two portions of each dish ordered by the
customer and present them
 You will receive your feedback within two (2) weeks, and you will be notified by your
trainer/assessor when your results are available.
 You must attempt all activities of the project for your trainer/assessor to assess your
competence in this assessment task.
Applicable conditions:
 This skill test is untimed and is conducted as an open book assessment (this means you are
able to refer to your textbook or other learner materials during the test).
 You will be assessed independently on this assessment task.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task, you are predominately demonstrating your skills,
techniques and knowledge to your trainer/assessor.
A.B.N. 85 123 406 039
Tel 61 3 9417 4777
 Your trainer/assessor may ask you relevant questions during this assessment task
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
 For more information, please refer to the Training Organisation’s Student Handbook.
Location:
 This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
 Your Trainer/Assessor will provide you with further information regarding the location for
completing this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential to
prepare appetisers and salads in a range of contexts and industry settings.
 Skills to follow standard recipes to prepare the following appetisers and salads:
o appetisers:
 antipasto
 canapés
 tapas
o salads, including preparation of dressings as required by recipe:
 tossed
 compound
 farinaceous
 warm
 fruit
 Skills to complete mise en place activities and follow standard recipes when preparing
above appetisers and salads that use of each of the following ingredients at least once (at
least once across preparation of the eight appetisers and salads):
o bread and bakery items
o dairy products
o dressing ingredients
o dry goods
o eggs
o farinaceous products
o frozen goods

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o fruit
o herbs and spices
o meat
o poultry
o seafood
o vegetables
 Skills to use each of the following cookery methods at least once when preparing the above
appetisers and salads (at least once across preparation of the eight appetisers and salads):
o baking
o boiling
o frying
o grilling
o poaching
o roasting
o steaming
 Skills to use food safety practices for handling and storing food
 Skills to prepare, plate and present two portions of each of the above appetisers and
salads:
o within commercial time constraints and deadlines
o following portion control procedures
o responding to at least one special customer request.
Task instructions
 This is an individual assessment.

 The purpose of this assessment task is to assess student’s ability to prepare appetisers and
salads following standard recipes.
 This task will take place in an operational commercial kitchen. This can be:
o an industry workplace; or
o a simulated industry environment, such as an industry-realistic training kitchen
servicing customer.
 The trainer/assessor will take on the role of Supervisor.
 The trainer/assessor must ensure that the student has access to the following in the
simulated or workplace environment.
o Food preparation list (Appendix C)
o Standard recipes book. (Appendix D)
o Equipment list (Appendix E)
 The student must use the templates provided to document their response.
 The student must follow the word-limits specified when completing the templates.
 The trainer/assessor must assess the student based on the performance checklists
provided.

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Assessment Task 2: Skill Test

Skills Test
This assessment task requires you to prepare appetisers and salads following standard recipes.
This assessment will be completed in two (2) phases.
Phase 1 requires the student to select and prepare ingredients and equipment before the beginning of
service i.e., mise en place. The following activities will be completed during this phase:
 Activity 1: Selection of ingredients according to food preparation list and standard recipes
 Activity 2: Selection and preparation of equipment
 Activity 3: Portioning and preparation of ingredients.
Phase 2 requires the student to prepare and present the appetisers and salads. During this phase,
Activity 4 will be completed.
In this activity, the student would cook and present a range of appetisers and salads using the
preparation techniques and cooking methods specified in the table.
Appetisers and salads Types of ingredients to be used Cookery Method
Antipasto platter Bread and bakery items Baking
Vegetables Grilling
Gobi Manchurian Vegetables

(Canapes)
Dry goods Frying
Catalan fig tapas Bread and bakery items
Poultry Grilling
Herbs and spices
Tossed Seafood salad Seafood
Vegetables Grilling
Herbs Roasting
Dressing ingredients Poaching
BBQ rainbow beef salad Beef Frying

(Compound Salad)
Vegetables Steaming

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Dry goods
Fruit
Dressing ingredients
Pasta and egg salad Farinaceous products

(Farinaceous)
Eggs Boiling
Dressing ingredients Steaming
Warm red lentil penne Dressing ingredients

salad with chilli pumpkin
and tahini dressing Vegetables Baking
Dry goods Boiling
Frozen fruit salad Frozen goods
Fruit
Diary products

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Phase 1: MISE EN PLACE
Activity 1: Selection of ingredients according to food preparation list and standard recipes
This activity requires you to select ingredients based on the food preparation list and standard recipes.
The following documents are given in the appendix:
 Food preparation list (Appendix C)
 Standard recipes book. (Appendix D)
To complete this activity, you are required to complete the steps below.
Step 1: Confirm food production requirements from food preparation list (Appendix C - provided at the
end of this assessment) and standard recipes (Appendix D - provided at the end of this assessment) to
ensure readiness and prepare customer orders on time.
Further, you need to calculate the ingredient amounts required according to food preparation
requirements established in the food preparation list and standard recipes.
You must record the calculated ingredients using the food preparation list (Template 1). An example of
calculations is provided in Template 1.
Step 2: After calculation of the ingredient amounts, you are then required to identify and select
products and other ingredients from stores according to recipe, quality, freshness and stock rotation
requirements.
Following are the quality, freshness and stock rotation requirements against which the ingredients are to
be checked:
 Quality and freshness requirements:
 Its odour must be pleasant and fresh which is the first thing that should be checked.
 It must not have freezer burn and its packaging must not be damaged.
 The expiry dates and storage methods must be checked to ensure that it is safe for use.
 Follow stock rotation requirements.
 Locate and read date codes and rotation labels on food products
 Check expiry dates of the products.
 Select items based on the first in first out (FIFO) basis.
When checking the products and ingredients for quality, you must tick against each recipe in their
respective columns for freshness and stock rotation requirements using (Template 1).

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Template 1: Food preparation list
Recipes Numbe Ingredients Quantity Meet the Does not meet Specify
r of quality the quality corrective
serves requirements requirements action – if
recipe taken
yields
Antipasto 10 Assorted cured meats,  

platter servings
cheese,  
olives  
marinated vegetables  
 
 
 
 
 
 
 
 

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Gobi 4 servings Cauliflower florets 2 cups  

Manchurian
all-purpose flour ½ cup  
cornstarch, ½ cup  
ginger, ½ cup  
garlic, ½ cup  
soy sauce 2 tbsp  
ketchup 2 tbsp  
 
 
 
 
 
 
Catalan fig 6 serings Figs, 12  

tapas
goat cheese, 6 oz  

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honey, 1 tbsp  
balsamic vinegar 1 tbsp  
prosciutto 6 slices  
 
 
 
 
 
Tossed 6 servings Mixed seafood (shrimp, calamari, mussels), 1 lb  

seafood
salad  
lettuce, 4 cups
cherry tomatoes, 2 cups  
red onion ½ cup  
lemon juice 2 cups  
 
BBQ rainbow 6 servings Beef sirloin, 1 lb  Beef is Cook beef for

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beef salad undercooked, an additional 5

increase cooking
time
bell peppers, 1 cup  
red onion ½ cup  
romaine lettuce, ½ cup  
BBQ sauce ½ cup  
 
 
Pasta and 8 servings Pasta, 1 lb  

egg salad
hard-boiled eggs, 4  
mayonnaise, 1 cup  
Dijon mustard, , 2 tbsp  
celery ½ cup  
green onions ½ cup  
 
Warm red 4 servings Red lentil penne pasta, 8 oz  Not enough chili Add additional

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lentil penne flavor, increase ½ tsp of chili

salad with chili flakes Flake
chilli
pumpkin and
pumpkin, 1 cup  
tahini
dressing
tahini 2 tbsp  
lemon juice, 2 tbsp  
chili flakes ½ tbsp  
 
 
Frozen fruit 6 servings Assorted frozen fruits (berries, melon, grapes), 4 cups,1 cup  
salad recipe
yogurt, ¼ cup  
honey 2 tbsp  
mint leaves ¼ cup  
 
 
 
 

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 

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Performance Criteria/Performance Checklist: Activity 1

This task must address the following performance criteria/ performance checklist.
S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence
Confirmed food production requirements from  

food preparation list (Appendix C - provided
at the end of this assessment) and standard
recipes (Appendix D - provided at the end of
this assessment) to ensure readiness and
prepare customer orders on time.
Calculated the ingredient amounts required  

according to food preparation requirements
established in the food preparation list and
standard recipes.
Identified and selected products and other  

ingredients from stores according to recipe,
quality, freshness and stock rotation
requirements.
 Checked for the following quality and

freshness requirements:
 Its odour must be pleasant and

fresh which is the first thing
that should be checked.
 It must not have freezer burn

and its packaging must not be
damaged.
 The expiry dates and storage

methods must be checked to
ensure that it is safe for use.
 Followed stock rotation requirements.
 Locate and read date codes

and rotation labels on food
products

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 Check expiry dates of the

products.
 Select items based on the first

in first out (FIFO) basis.
 Checked perishable supplies for

spoilage or contamination prior to
preparation.
 Conducted temperature checks

according to food safety
procedures.
 Checked all perishable supplies

for quality:
 currency of best by or
use by dates
 freshness
 size
 weight.
 Not satisfactory
The student’s performance was:
 Satisfactory
Feedback to student:
Student signature
Trainer/ Assessor signature
Activity 2: Selection and preparation of equipment
This activity requires you to select and prepare equipment, such as knives, trays, cutting boards and
any other equipment used to prepare the required dishes.
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The equipment is listed in the Equipment list (Appendix E).
To complete this activity, you are required to complete the steps given below.
Step 1: Select type and size of knives and other equipment suitable to each dish and its requirements.
 Analyse the preparation requirements and the cooking methods to be used for each dish based
on the information given in the Recipe (Appendix D).
 Select type and size of knife and equipment suitable to each dish.
Step 2: Determine the equipment safety and hygiene requirements according to manufacturer
instructions.
 Analyse the manufacturer specifications/Operations Manual.
 Determine the equipment safety and hygiene requirements from the operations manual.
Step 3: Safely assemble and ensure cleanliness of equipment before use.
 Analyse the manufacturer specifications/Operations Manual.
 Determine the procedure to assemble and ensure cleanliness of equipment.
 Assemble equipment safely and clean before use.
Step 4: Further, document the following information based on outcomes of Step 1 – Step 3 using
Template 2.
 Knives and equipment selected for each dish.
 Safety requirements for handling the knife.
 Hygiene requirements for the knives and equipment selected.

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Template 2: Equipment required
Equipment required
Appetisers and salads Knives and Safety measures Hygiene

Equipment (Two each) requirements
required (Two each)
Antipasto platter Cutting board, chef's 1. Use caution when 1. Wash hands
handling sharp before and after
knife, serving platter objects. handling
2. Keep knives and ingredients.
other sharp objects 2. Use clean serving
away from the edge platters and
of the working utensils to prevent
surface. cross contamination.
Gobi Manchurian Cutting board, knife, 1. Use caution when 1. Wash hands
using knives and hot before and after
mixing bowls cooking surfaces. handling ingredients.
2. Keep the cooking 2. Use clean and
area clear of any separate utensils
obstacles or tripping for raw and
hazards. cooked ingredients
to prevent cross
contamination.
Catalan fig tapas Cutting board, knife, 1. Use caution when 1. Wash hands
using knives. before and after
serving plate 2. Avoid placing hot handling
serving plates directly ingredients.
on the table surface 2. Use clean serving
plates and utensils
to prevent cross
contamination

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Tossed seafood salad Cutting board, knife, 1. Use caution when 1. Wash hands
using knives and handling before and after
salad bowl seafood. handling ingredients.
2. Keep salad
2. Ensure seafood is ingredients
properly cooked and refrigerated and
stored at the discard any spoiled
appropriate or expired items.
temperature
BBQ rainbow beef salad Cutting board, knife, 1. Use caution when 1. Wash hands
using knives and handling before and after
salad bowl raw meat. handling ingredients.
2. Ensure beef is cooked 2. Clean and sanitize
to the appropriate the cutting board
internal temperature and utensils after
for food safety handling raw meat.
Pasta and egg salad Cutting board, knife, 1. Use caution when 1. Wash hands
mixing bowls 2. Cook pasta and eggs handling ingredients.
to the appropriate 2. Store the salad in a
temperature for food clean and covered
safety. container to
prevent
contamination.

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Warm red lentil penne 1. Use caution when 1. Wash hands

salad with chilli pumpkin using knives and handling before and after
and tahini dressing hot surfaces. handling ingredients.
Cutting board, knife, 2. Ensure pumpkin and 2. Store the salad in
lentils are cooked the refrigerator
salad bowl thoroughly. and discard any
leftovers within
the appropriate
timeframe.
Frozen fruit salad recipe Cutting board, knife, 1. Use caution when 1. Wash hands
serving bowls 2. Keep the serving handling
bowls clean and free ingredients.
from any contaminants. 2. Use frozen fruits
that are properly
stored and within
their expiration
date

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(Comment and feedback to students,
critical aspects of evidence If N/S)
Selected type and size of knives and other  

equipment suitable to each dish and its
requirements.
 Analysed the preparation

requirements and the cooking
methods to be used for each dish
based on the information given in the
Recipe (Appendix D).
 Selected type and size of knife and

equipment suitable to each dish.
Determined the equipment safety and  

hygiene requirements according to
manufacturer instructions.
 Analysed the manufacturer

specifications/Operations Manual.
 Determined the equipment safety and

hygiene requirements from the
operations manual.
Safely assembled and ensured cleanliness of  

equipment before use.
 Analysed the manufacturer

specifications/Operations Manual.
 Determined the procedure to

assemble and ensure cleanliness of
equipment.
 Assembled equipment safely and

clean before use.

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 Satisfactory
Student signature
Trainer/ Assessor signature

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Activity 3: Portion and prepare ingredients.
This activity requires you to portion and prepare ingredients. The ingredients must be prepared:
 For each dish given in the food preparation list. (Appendix C)
 In accordance with the recipe (Appendix D)
To complete this activity, you are required to complete the steps given below.
Step 1: Sort and assemble ingredients according to food production sequencing.
 Determine the sequence of steps to cook the required dishes.
 Sort and assemble ingredients according to food production sequencing.
Step 2: Weigh and measure ingredients and calculate and create portions according to recipe.
Step 3: Clean and cut salad ingredients using basic culinary cuts according to quality standards.
Step 4: Minimise waste to maximise profitability of food items prepared.
 Portion and prepare ingredients based on the quantities calculated in Activity 1 to minimise
waste.
Step 5: Further, document the following information based on outcomes of Step 1 – Step 4 using
Template 3.
 Food production steps in sequence.
 Procedures implemented to minimise waste to maximise profitability

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Template 3: Portion and prepare ingredients
Portion and prepare ingredients
Food production steps

in sequence.
Procedures
implemented to
minimise waste to
maximise profitability

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(Comment and feedback to
demonstrate competency in the following critical
students,If N/S)
aspects of evidence
Sorted and assembled ingredients according to  

food production sequencing.
 Determined the sequence of steps to cook

the required dishes.
 Sorted and assembled ingredients

according to food production sequencing.
Weighed and measured ingredients and create  

portions according to recipe.
Cleaned and cut salad ingredients using basic  

culinary cuts according to quality standards.
Minimised waste to maximise profitability of food  

items prepared.
 Portioned and prepared ingredients based

on the quantities calculated in Activity 1 to
minimise waste.
 Satisfactory
Student signature
Trainer/Assessor signature
Phase 2: Prepare appetisers and salads using correct preparation techniques and cooking
methods
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Customer orders:
Customer orders
Customers Dishes No. of serves Special dietary

requirements
Sam Antipasto platter 2 Gluten intolerance
John Gobi Manchurian (Canapes) 2
Robin Catalan fig tapas 2
Anna 2
Michelle BBQ rainbow beef salad (Compound 2

Salad)
Stuart Pasta and egg salad (Farinaceous) 2
Mark Warm red lentil penne salad with 2

chilli pumpkin and tahini dressing
Louis Frozen fruit salad 2
Description of the phase:
This phase is in continuation of Phase 1.
After completion of the mise en place, you are then required to prepare appetisers and salaeds as
ordered by the customers and present them.
During the completion of this phase, the student and trainer/assessor must adhere to the instructions
provided.
Instructions for trainer/assessor:
 This task must be completed in a commercial kitchen or a simulated work environment

servicing customer.
 A simulated work environment in this context means a space that has been set up with all the
equipment and facilities used in a commercial kitchen.
 Please refer to the (Appendix E) for the list of equipment, resources, organisational
specifications, and cleaning material to utilise in the process of preparing salads and
appetisers according to the industry standard.
 The trainer/assessor must discuss the customer orders specified after this section.
 The trainer/assessor must discuss time constraints and deadlines for completing this task.
 The trainer/assessor must observe the student during the completion of the activities and
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assess them in accordance with the performance checklist provided.
Instructions for the student:
The student must:
 Meet the time constraints specified by the trainer/assessor.
 Reflect the required quantities to be produced.
 Follow procedures for portion control and food safety practices when handling and storing
food.
 Meet customer requests and dietary requirements.
 Take into consideration the special customer requirements and adjust the ingredients
accordingly.
 Follow the recipes provided in Appendix D.
 Use the following preparation techniques and cooking methods for the dishes specified.
Appetisers and salads Types of ingredients to be used Cookery Method
Bread and bakery items Baking
Antipasto platter Vegetables Grilling
Vegetables
Gobi Manchurian
(Canapes)
Dry goods Frying
Bread and bakery items
Catalan fig tapas Poultry Grilling
Herbs and spices
Seafood
Vegetables Grilling
Herbs Roasting
Dressing ingredients Poaching
BBQ rainbow beef salad Beef Frying

(Compound Salad)
Vegetables Steaming
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Dry goods
Fruit
Farinaceous products
Pasta and egg salad
Eggs Boiling
(Farinaceous)
Dressing ingredients Steaming
Warm red lentil penne
salad with chilli pumpkin Vegetables Baking
and tahini dressing
Dry goods Boiling
Frozen goods
Frozen fruit salad Fruit
Diary products
 Follow the portion control procedures:
 Ensure all portions are of a consistent standard and size.
 Portions are evenly distributed and tastefully presented on the plate.
 Correct garnish is served with each food item.
 Follow the procedures for Food safety practices when handling and storing food. Refer to the
“Food Safety program” provided along with this unit.
Activity 4: Prepare, plate and present two portions of each dish ordered by the customer
and present them
This activity requires you to prepare, plate and present two portions of each dish ordered by the
customer.
When preparing the dishes, you must:
 Follow food safety practices when handling and storing salads and appetisers (Refer to the food
safety program – Provided as separate document with this assessment)
 Follow procedures for portion control given in the instructions.
 Work within commercial time constraints and deadlines (To be discussed by the trainer/assessor)
 Meet the special customer requests as per the customer order.
 Visually evaluate dish and adjust presentation as required considering the following factors:
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 Changing accompaniments and garnishes to maximise eye appeal:

 balance
 colour
 contrast
 Changing plated food for practicality of:
 customer consumption
 service
 wiping drips or spills.
You must cook dishes according to the standard recipes and cooking methods specified in the
instructions and present dishes.
When cooking and presenting dishes for each customer order, your trainer/assessor will observe you
against the key elements given in Checklist 1.
You must also read checklist 1 and ensure that you perform in accordance with the key
elements/requirements for cooking and preparation of dishes.
After completion of the customer orders, you must also:
 Complete Template 4. You must include the following for each dish prepared during the customer
orders:
o Cooking method used for each salad and appetiser.
o Sauces and dressings prepared.
o Food quality adjustments made, if any.
 Complete Template 5. You must include the following for each dish prepared during the customer
orders:
o Dips, sauces and garnishes used.
o Visual evaluation of dish presentation and any adjustments made.
o Storage requirements for each dish
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Checklist 1: Observation checklist: For assessor use only:
Elements Customer Customer Customer Customer Customer Customer Customer Customer

order 1 order 2 order 3 order 4 order 5 order 6 order 7 order 8
Select and use relevant cookery        

methods for salads and appetisers
according to recipes.
Use knives and other equipment        

safely and hygienically according
to manufacturer instructions.
Prepare sauces and dressings        

according to recipe.
Follow standard recipes and make        

food quality adjustments within
scope of responsibility.
Present prepared food items on        

appropriate service-ware.
Add dips, sauces and garnishes        

according to standard recipes.
Visually evaluate dish and adjust        

presentation as required.
Store prepared food items in        

appropriate environmental
conditions.
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Clean work area and dispose of or        

store surplus and re-usable by-
products according to
organisational procedures,
environmental considerations,
and cost reduction initiatives.
Comments:
Assessor/Trainer sign off:
Date:

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Template 4: Appetisers and salads prepared, and methods used
Work Completion:
Appetisers Cooking method used for Sauces and dressings Food quality adjustments made, if any
and salads each dish prepared. (If any)
Antipasto
platter
Gobi
Manchurian

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Catalan fig
tapas
Tossed
seafood
salad
BBQ
rainbow
beef salad
Pasta and
egg salad

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Warm red
lentil penne
salad with
chilli
pumpkin
and tahini
dressing
Frozen fruit
salad recipe

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Tel 61 3 9417 4777
Template 5: Presentation
Food presentation
Dishes Sauces and Visual evaluation of dish Storage conditions

garnishes used (If presentation and any
any) adjustments made
Antipasto platter
Gobi Manchurian
Catalan fig tapas

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Tel 61 3 9417 4777
Tossed seafood
salad
BBQ rainbow
beef salad

A.B.N. 85 123 406 039
Tel 61 3 9417 4777
Pasta and egg

salad
Warm red lentil

penne salad with
chilli pumpkin
and tahini
dressing

A.B.N. 85 123 406 039
Tel 61 3 9417 4777
Frozen fruit
salad recipe

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Tel 61 3 9417 4777


(Comment and feedback to students,
critical aspects of evidence If N/S)
Selected and used relevant cookery methods  

for salads and appetisers according to
recipes.
Used knives and other equipment safely and  

hygienically according to manufacturer
instructions.
Prepared sauces and dressings according to  

recipe.
Followed standard recipes and make food  

quality adjustments within scope of
responsibility.
Presented prepared food items on appropriate  

service-ware.
Added dips, sauces and garnishes according  

to standard recipes.
Visually evaluated dish and adjusted  

presentation as required.
Stored prepared food items in appropriate  

environmental conditions.
Cleaned work area and disposed of or store  

surplus and re-usable by-products according
to organisational procedures, environmental
considerations, and cost reduction initiatives.
Determined cooking times and temperatures.  
Adjusted taste, texture and appearance of  

food products according to identified
deficiencies.

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Managed own speed, timing, and productivity.  
Efficiently sequenced the stages of food  

preparation and production.
Responded to customer requests.  
Followed food safety practices when handling  

and storing appetisers and salads.
 Satisfactory
Student signature
Trainer/Assessor signature


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The Imperial College of Australia

A.B.N. 85 123 406 039

SITHCCC028 - Prepare appetisers and salads

What is the purpose of this document ?

The information includes the following:

 Information related to the unit of competency

Student Evaluation Form

Link to other unit documents

Evidence number/ Task Assessment method/ Type of evidence/ Task name

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Pre-Assessment Checklist: Task 1 - Knowledge Test

Section 1: Information for Students

Section 2: Reasonable adjustments

Declaration (Student to complete)

Student Name: ______________________________________

Student Signature: ___________________________________

Assessment method-based instructions and guidelines:

Instructions provided to the student:

Assessment task description:

Resubmissions and reattempts:

this task and require reasonable adjustments.

 This assessment task may be completed in:

Instructions for answering the written questions:

 Complete a written assessment consisting of a series of questions.

Purpose of the assessment

 This is an individual assessment.

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Assessment Task 1: Knowledge Test

Appetisers and salads Ingredients (Identify 5)

Antipasto platter 1. Prosciutto

Catalan fig tapas

Tossed seafood salad 1. Shrimp

BBQ rainbow beef salad 1. Beef

(Compound Salad) 2. Mixed greens

Culinary Explanation (Single sentence each)

Hors Refers to small savory dishes served before a meal, typically in

Appetizers: General term used to describe a variety of small

The term "antipasto" comes from Italian cuisine

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Salads have a diverse and widespread cultural

Q3: Answer the following questions: Satisfactory

Salads Dressings Garnishes

Warm red Fresh herbs like cilantro or

3.2. Identify any three (3) sauces used in salads.

Q4: Answer the following questions: Satisfactory

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Salads Appearance: Classical and Freshness Services Taste and texture

Antipasto Various Classic: Freshness Typically Combination of textures:

Tossed Classic: Lettuce, Crisp and Often Balanced taste with a

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Appetisers and salads Cookery Method

No specific cookery method

Gobi Manchurian (Canapes) Frying.

Catalan fig tapas

No specific cookery method

Tossed Seafood salad

BBQ rainbow beef salad

Pasta and egg salad (Farinaceous) boiling

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