SITHKOP005 Learner Workbook V1.1 ACOT-9-2

Unit Result Record Sheet
SITHKOP005 Coordinate cooking operations

Student Name:
BLOCK Print
Student Number:
BLOCK Print
Assessment
Reassessment
Completed Result Completed Result
(If required)
Date
Date
Reassessed
Assessed
(Evidence must be (Evidence must be in
in students file) students file)
Written Assessment
Questions
Summative Written
Assessment Questions
Summative Practical
Demonstration of Skills
Result for unit Competent Not Yet Competent

Assessor Name:
Signature:
& Signature
Date result
reached:
Comments:
Student Declaration:
I declare that:
• I was made aware of all assessment requirements for this/these unit/s
• I have received feedback from my assessor on the results of each individual assessment task and my overall result
for this/these unit/s
• I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet
satisfactorily completed
• All work for assessment tasks submitted for this unit is my own with no part of any assessment being
copied/plagiarised from another person’s work, except where authorized and listed/referenced
Student Signature:
SHREE KR IS HNA G UR UNG Student ID: ____H_P_0_8_2_0_0_0_3_0______________

Student Name: _____________________________
Received by Australian College of Trade:
NAME: ____S__H_R_E_E__K_R__IS_H__N_A__G_U__R_U_N_G________ Signature:

___S__h_re_e__SITHKOP005
UNIT: K_r_is_h_n_Coordinate
a__G_u_r_cooking
u_n_g____ Date: ___1_1_/_2_9_/2_0_21
operations
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SITHKOP005
Coordinate cooking operations
Learner Workbook
VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

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Table of Contents
Table of Contents.........................................................................................................................2
Instructions to Learner.................................................................................................................4
Assessment instructions .................................................................................................................4
Assessment requirements ............................................................... Error! Bookmark not defined.
Observation/Demonstration ........................................................................................................7
Third Party Guide.........................................................................................................................8
Third party details (required information from the learner)..........................................................8
Activities .....................................................................................................................................9
Activity 1A .......................................................................................................................................9
Activity 1B .....................................................................................................................................10
Activity 1C .....................................................................................................................................11
Activity 1D.....................................................................................................................................12
Activity 1E......................................................................................................................................13
Activity 2A .....................................................................................................................................14
Activity 2B .....................................................................................................................................15
Activity 3A .....................................................................................................................................16
Activity 3B .....................................................................................................................................17
Activity 3C .....................................................................................................................................18
Activity 4A .....................................................................................................................................19
Activity 4B .....................................................................................................................................20
Activity 4C .....................................................................................................................................21
Activity 4D.....................................................................................................................................22
Activity 4E......................................................................................................................................23
Activity 4F......................................................................................................................................24
Summative Assessments ............................................................................................................ 25
Section A: Skills Activity ................................................................................................................26
Section B: Knowledge Activity (Q & A)..........................................................................................27
Section C: Performance Activity....................................................................................................32
Workplace Documentation – for learner..................................................................................... 34
Workplace documents checklist ...................................................................................................34
Supplementary Oral Questions (optional) – for assessor ............................................................. 35

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Competency record to be completed by assessor........................................................................ 38

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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
➢ Address each question including any sub-points
➢ Demonstrate that you have researched the topic thoroughly
➢ Cover the topic in a logical, structured manner
➢ Your assessment tasks are well presented, well referenced and word processed
➢ Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
➢ Presenting any work by another individual as one's own unintentionally
➢ Handing in assessments markedly similar to or copied from another learner
➢ Presenting the work of another individual or group as their own work
➢ Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

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Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

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Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Assessment requirements
Assessment can either be:
➢ Direct observation
➢ Product-based methods e.g. reports, role plays, work samples
➢ Portfolios – annotated and validated
➢ Questioning
➢ Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
➢ Supervisors
➢ Trainers
➢ Team members
➢ Clients
➢ Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.

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If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
➢ Performing a work-based skill or task
➢ Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
➢ Performing a skill or task that is asked of you
➢ Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

➢ Assessment is required in the workplace
➢ Where there are health and safety issues related to observation
➢ Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves. Documents relevant to collection of third-party evidence are included in
the Third Party section in the Observations/Demonstrations document.
Third party details (where required from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
Activity 1A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to determine food production
requirements.
1. List the potential requirements for preparing and cooking food and beverages.
2. List potential special requirements or requests.

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Activity 1B
Objective To provide you with an opportunity to choose food production processes to
ensure nutritional value, quality and structure of foods and select appropriate
in-house food production system to meet food production requirements.
1. List three cookery methods and what they involve and when they are best used.
2. Explain how you can protect the nutritional value, quality and structure of foods.

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Activity 1C
Objective To provide you with an opportunity to select and collate standard recipes for
use of food production personnel.
Research and collate standard recipes to be used by kitchen staff. Show at least five examples
of different recipes.
1. Sweet potato cakes with poached eggs
Prep 15 min
Cook- 15 min
Serves - 4
Ingredients
4 eggs
50 gram harissa
4 egg whites
50 g harissa
Olive oil for frying
200 g greek yogurt
1 small pack parsley, chopped
Me thod
1. To make the potato cakes, squeeze the excess moisture from the sweet potato,then combine
with flour, parsley, egg white, harissa and some salt in a bowl until the mixture sticks together.
2. Shape into 8 potato cakes. Heat a little oil in a frying pan. In two batches, fry the potato cakes
for
2-3 mins each side or until golden brown and crisp. Keep warm while you repeat with the
3.Poach the eggs
remaining cakes.ina saucepan of simmering water for 2-3 mins – the yolks
should be runny. Remove with a slotted spoon and drain carefully on kitchen paper.Spread some
harissa in the middle of four serving plates and top with a dollop of yogurt.
4.Add one potato cake to each plate then sandwich another potato cake on top with more yogurt.
Top each stack with the remaining yogurt and an egg.
5. Season and drizzle with more harissa and scatter over the
micro herbs.
2. Cheesy sausage and bean pies

Prep- 25 min
Cook-45 min
Serves- 4
Ingredients:
400 g can chopped haricot beans, drained and rinsed
4 sausages, cooked then sliced into rounds
150 g pasta
Pinch of dried oregano
4 spring onions, chopped
Pinch of sugar
1 egg beaten
50 g cheddar, grated
Salad to serve
Me thod
Heat the oven to 200C/180C fan/ gas 6. Combine the beans, sausages,passata, oregano and
spring onions with some seasoning and the sugar.Unroll the pastry and cut into four rectangles.
Spoon the bean and sausage mixture onto one side of each rectangle, leaving a 1cm border – so
you can fold the pastry like a book. Sprinkle the cheddar over the bean and sausage
mixture.Brush some egg around the edges, then fold the pastry over to enclose the filling. Seal
the edges by pressing with a fork, then put on a baking sheet lined with baking parchment.
Brush with more egg, and cut a small hole in the top of each pie for steam to escape. Will keep
chilled for up to 24 hrs. Heat the oven to 180C/160C fan/gas . Bake on the middle shelf for 40
mins until golden. Leave to cool for 5 mins, then serve with salad.

3. Veg- packked cheesse burger
P rep- 20 mins
Cook-20minss
Serves- 6
Ingredients
2 tbs p vegetable oil
1 garlic clove, crushed
1 small onion, finely chopped
100g courgette, grated
1 large ca rro t, grated
50g mushrooms, finely chopped
¼ bunch of parsley, finely chopped
75g cheddar, grated
1 large egg, beaten
5 tbs p breadcrumbs
250g beef mince
4-6 burger buns
lettuce leaves
sliced tomato
Me thod
Heat 1 tbsp. of the oil in a frying pan over a medium heat and cook the garlic,onion, courgette,
ca rro t, mushrooms and parsley with a little seasoning for 8 mins, stirring regularly, until soft.
Set aside to cool completely.Mix together the fried veg, cheese, egg, breadcrumbs and beef
with a little seasoning until well combined. Form into 4-6 burger- s ized patties. Can be frozen for
up to two months. Defrost thoroughly before cooking. Heat the remaining vegetable oil in a
non sticking frying pan and cook the patties (you may need to do this in batches) for about 3-4
minutes on each side until well browned and cooked through.Build the burgers with the
remaining ingredients, and any more you fancy
Greek style roast fish
P rep- 10 min
Cook- 15 min
Serves- 2
Ingredients
5 small potatoes , scrubbed and cut into wedges
1 onion, halved and sliced
2 garlic cloves, roughly chopped
2 tbs p olive oil
1/2 lemon cut into wedges
2 large tomatoes, cut into wedges
Small handful parsley, roughly chopped
2 fresh skinless pollock fillets
Me thod
Heat oven to 200C/180C fan/gas 6. Tip the potatoes, onion, garlic, oregano and olive oil into a
roasting tin, season, then mix together with your hands to coat everything in the oil. Roast for
15 mins, turn everything over and bake for 15 mins more.Add the lemon and tomatoes, and
roast for 10 mins, then top with the fish fillets and cook for 10 mins more . Serve with
parsley
s cattered over
5. Zingy chicken stir fry
P rep- 10 min
Cook- 10 min
Serves- 2
Ingredients
2 blocks eggs noodles
2 tsp sunflower oil
2 cooked chicken breasts, shredded
3 carrots , finely sliced into rings
2 tsp clear honey
1 tsp soy sauce
J uice 2 limes
Handful coriander leaves
Me thod
Boil the noodles according to pack instructions, then drain and tos s with 1 tsp oil. Heat the
remaining oil in a wok and add the chicken and carrots . S tir- fry for a few mins. Add the
honey,
soy and lime juice, bubble for 30 secs, then add the noodles and sesame seeds. Mix well,
heat
through and sprinkle with coriander to serve.
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Activity 1D
Objective To provide you with an opportunity to prepare a work flow schedule and mise
en place plan for food production according to menu and food volume
requirements.
1. Develop a workflow schedule for food production according to food volume requirements.
You are advised to spend a little time developing a workflow plan which can be applied to the
cooking process. This will enable you to break down the cookery tasks into manageable segments,
fairly allocate responsibilities to team members, and ensure that the meal is finished on schedule.
The cookery stages should follow a logical order. It might also be necessary for staff to work in
collaboration to ensure that tasks are completed to the desired standard.
Such as:
preheat oven
prepare mise en place
slice meat and add other ingredients for cooking
heat vegetables on hob
create sauce for the meat and pour
place meat dish in oven
2. Develop a mise en place plan for food production according to food volume requirements.
Mis e en place is a French cooking term which means to ‘set in place’, and it is a
technique
used in food planning and preparation. It means that before you start cooking, all the
ingredients and equipment required to make the dish should be measured, prepped and
ready to go, ideally set out and placed in ramekins. The idea of this technique is to allow
chefs to cook more efficiently, by preparing everything beforehand so you don’t have to
keep stopping when you are cooking
Your plan may s tate:
• Which ingredients and tools to gather
•How to prepare them e.g. dice, grate, mince, etc.
• Pre-measure ingredients into cups or bowls.
•What to do first/the order – generally you will start preparing the items which will take
longest

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Activity 1E
Objective To provide you with an opportunity to develop food preparation lists for use
of food production personnel.
Create two sets of food preparation lists for three starters, three main meals, two side dishes
and three desserts; one for a slow period and one for a busy period.

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Activity 2A
Objective To provide you with an opportunity to calculate required food supplies for
food production period.
What do you need to consider/what questions should you ask yourself, to calculate the food
supplies for the food production period?
These are the questions and considerations that you should keep on mind to calculate the food
supplies for the food production period:
1. How many tables do you have?
2. How many meals and drinks do you serve at your busiest times on average?
3. How many meals and drinks do you serve at your slowest times on average?
4. What are your best-selling items and how many of those do you sell at slowest times
and
5. busiest
What are your least popular items and how many of those do you sell at slowest and
times?
busiest
times?

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Activity 2B
Objective To provide you with an opportunity to check stores for availability and
quantity of required stocks and order or purchase additional stock.
1. Take a stock count and calculate how much additional stock is needed for the period. This
activity needs to be observed by the trainer/assessor or third party.
In this activity, i took a stock account of our storage to check if we had enough storage for the
week. I am working for this kitchen for quiet sometime now so, i know exactly how much edible
stock will be required for a week. So, i took a pen and stock book and went to the storage room.
Our storage room is very well organized. Therefore it was easy for me locate the stocks. I
checked all the stocks and kept record of each one of them. Almost everything we
need was sufficient for the week except potatoes. So I took a note of it and informed it to my
supervisor. He then told me to order the required stock. I then took up the supplier register and
contacted the potato supplier. I ordered 4 kg of potatoes which was enough for the week. I then
did
a quality check on the received potatoes. After the quality check was passed, i transferred them
in the storage room to its designated place.
2. Use the organisational system to order an appropriate number of items. This activity
needs to be observed by the trainer/assessor or third party.
Our establishment had an electronic order system which is used to make purchases. The benefits
of an electronic/online order system means that you can compare prices between suppliers,
easily track spending and double-check orders before placing them. We also have a list of
previously bought items which makes locating items to purchase a lot quicker. So i logged into the
system and checked all the stock, which turned out to be less for upcoming week. I found that
potatoes and onions were less. So, i looked for their suppliers into system. There were 3-4 suppliers
for both items registered with us. I then talked to them about the requirement and got the quote prices.
I then compared the price, quality and delivery time of all of the suppliers and ordered from the best
one with consultation from my manager. The stock arrived in the evening and the items were of good
quality as well. This oline electronic order system has made my work or ordering more effective and
quick.

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Activity 3A
Objective To provide you with an opportunity to Supervise food production processes
to ensure food safety.
1. Identify six potentially hazardous foods/food groups.
2. What should you do if you notice a member of your staff has not washed their hands
between handling raw poultry and handling salad?

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Activity 3B
Objective To provide you with an opportunity to oversee and adjust kitchen work flow
to maximise teamwork and efficiency.
1. List three types of chef that work in your organisation’s kitchen.
2. Give an example of a time when you have responded promptly to an issue that had upset
the flow of work in the kitchen. This activity needs to be observed by the trainer/assessor
or third party.

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Activity 3C
Objective To provide you with an opportunity to Control production sequence of food
items to enable smooth work flow and minimise delays.
1. Give an example of a time when you have controlled the production sequence to enable
smooth work flow and minimise delays. This activity needs to be observed by the
trainer/assessor or third party.
2. List the teamwork skills you need to control the production sequence of food.
Ans to no.1
one day while i was working in the bakery, we had sudden orders of 150 donuts . As all our fresh
donuts were already out of stock we had to prepare everything from the scratch including the dough.
But as the orders were from school children who had just came from the baseball match, we had
limited time. Thus, i had to come up with something to buy some time for my co-workers to prepare
the donuts. Then, I came up with an idea of showing all the students how the donut was made , the
teacher agreed to it and that way the chidrens could also learn how a donut is made live in front of
their eyes. This way my co-workers were able to make the required number of donuts right infront of
the children without a rush to hurry and no delays as the customers who ordered (childrens in this
case) were also part in the cooking process.

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Activity 4A
Objective To provide you with an opportunity to monitor kitchen work processes at all
stages of preparation and cooking to ensure quality of food items.
What are four common problems you should watch out for when monitoring kitchen work
processes?

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Activity 4B
Objective To provide you with an opportunity to check that items match recipes and
menu descriptions.
Check that an item on your menu which has been cooked matches the menu and recipe
descriptions. Note down the description of the item as stated in the menu descriptions or recipe
and what you saw.
Item on the menu: Shrimp Fried Rice

Recipe:
1oz of white rice is cooked.
Then seperately shirmp is fried with seasoning
A pan is heated and poured with olive oil and after it has been heated, stir fry onion, garlic and
ginger
Then add spices like turmeric, cumin, fenugreek
Add the rice and cook along with the shrimp and add soy sauce.
Then top with corrainder.
Description: shrimp fried on white rice with soy sauce and seasoning
The item in menu exactly matched the description.

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Activity 4C
Objective To provide you with an opportunity to ensure that food items are of
consistent quality and meet organisational standards.
Inspect a meal for quality and consistency, including:
➢ Appearance and visual appeal

➢ Colour
➢ Consistency
➢ Moisture content
➢ Mouthfeel and eating properties
➢ Plate presentation
➢ Portion size
➢ Shape
➢ Taste
➢ Texture.
This activity needs to be observed by the trainer/assessor or third party.
Meal inspected: Veggie Spring rolls

1. Appearance and visual appeal: Looks cylindrical in shape like a wrapped elongated dumplig
2. Colour : golden , orangish in color
3. Consistency:
4. Mois ture content: minium moisture
5. Mouthfeel and eating properties: one springroll can be finished in3 bites and is eaten with a sauce
6. Plate presentation: Presented with a dipping sauce and salad
7. Portion size: 4 springrolls ona portion
8. Shape: cylindrical
9. Taste: Slaty
10. Texture.: rough

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Activity 4D
Objective To provide you with an opportunity to conduct final check on food items
before they are served, stored or despatched from kitchen.
What should you check in your final check before food is served, stored or despatched from the
kitchen? Give an example with your answer.
We should check the following during a final check before the food is served , s tored or
despatched
1. If the
from thefood matches order
kitchen:
2. If the food matches description
3. If everything is present (nothing is missing)
4. The presentation is consistent with standards.

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Activity 4E
Objective To provide you with an opportunity to instruct kitchen staff to adjust food
items to meet quality requirements and organisational standards.
What might you need to instruct staff to adjust in order to meet quality requirements and
organisational standards?

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Activity 4F
Objective To provide you with an opportunity to supervise safe storage of food.
1. Describe the ways food can become contaminated in storage.
The ways through which food can be contaminated in storage are mentioned below:
1. Microbiologically, such as by raw foods contaminating
ready-to-eat food
2. Chemically, such as by food not being stored in food grade containers or by chemicals being accidentally spilt
onto food
3. Physically, from foreign objects including pests, glass,
dirt, metal and hair’.
2. How can you prevent contamination in storage?
ood can be prevented from contamination on storage through following methods:

1. Raw food should be stored ina different compartment (or apart far enough so it is
not
touching) ready to eat food
2. Storage areas should be kept clean to minimise the opportunity for contamination
through dirt and food scraps
3. Storing food off the floor on shelves areas should be kept free of pests
3. Describe the different environmental conditions of storage below and the effect they have
on food:
➢ Temperature
Heat can cause things to melt, the warm temperature can encourage
bacteria to grow. Frozen foods should be kept frozen in storage – if they are allowed to
thaw they should be used immediately never re-frozen.
➢ Humidity
warm and damp conditions can cause mould.
➢ Lighting
Light can cause photodegradation, a chemical reaction which alters the pigments,
vitamins, fats and proteins of food altering the taste and allowing it to decay faster
➢ Atmosphere.
The wrong atmosphere can spoil food – the less oxygen in the atmosphere the longer
life food has so food is often stored in air tight containers or modified packaging.

P a g e | 25
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
➢ Skills – skill requirements, required skills, essential skills, foundation skills
➢ Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
➢ Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

P a g e | 26
Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
➢ Reading skills
➢ Writing skills
➢ Oral communication skills
➢ Numeracy skills
➢ Problem-solving skills
➢ Teamwork skills
➢ Planning and organising skills
Answer the activity in as much detail as possible, considering your organisational requirements.
For the following two practical activities, you will practise the skills needed to effectively
coordinate cooking operations. You may undertake this activity in a workplace or simulated
environment.
1. First, you will need to plan the cooking operations for your kitchen. To do this, you will need to
analyse food production requirements and develop comprehensive operational plans to meet
those needs. Next, you will need to gather the recipes you wish to use for the menu and refer
to stock control documents to ascertain the levels of stock and calculate if you need to order
any additional items. Now you should be in a position to write a comprehensive but easily
accessible work flow schedule, mise en place plan and food preparation lists for kitchen staff,
so they know what they are required to do and when.
2. Second, you will begin to oversee the cooking process. To do this, you should use your
teamwork skills to coordinate a team of food production personnel. This will involve
delegating work within the team, briefing and debriefing team members on new products and
recipes and discussing process improvements and changes to food production and service
requirements. Remember to respond to feedback from food production personnel, providing
instructions and asking questions to clarify when necessary.
While overseeing the cooking operations, you should identify any breakdowns in the kitchen
workflow and adjust these to maximise efficiency. You should also be able to recognise
deficiencies in the quality of food and make adjustments to ensure a quality product.
You should be able to carry out your duties within a commercial timeframe while selecting and
applying the organisational procedures and strategies needed to perform work effectively.

P a g e | 27
Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
➢ For at least three of the hospitality and catering organisations detailed in the unit’s
application:
o comprehensive details of food production processes for:
▪ receiving
▪ mise en place
▪ preparing or cooking
▪ post-cooking storage
▪ reconstitution
▪ re-thermalisation
▪ serving
➢ Critical control points in food production where food hazards must be controlled
➢ Menus and recipes for items produced in performance evidence
➢ Indicators of quality food products:
o appearance and visual appeal
o colour
o consistency
o moisture content
o mouth feel and eating properties
o plate presentation
o portion size
o shape
o taste
o texture
➢ Types of food service styles:
o à la carte
o buffet
o set menu
o table d’hôte
o bulk cooking operations
o functions and events
o festivals
➢ Use of designated decorations, garnishes or sauces
➢ Types of food production systems and their characteristics for different production methods
specified in the performance evidence
➢ Range of formats and content for:
o kitchen workflow schedules
o mise en place plans
o food preparation lists.

P a g e | 28
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Choose three different hospitality establishments and explain the details of the food
production processes including:
➢ Receiving
➢ Mise en place
➢ Preparing or cooking
➢ Post-cooking storage
➢ Reconstitution
➢ Re-thermalisation
➢ Serving

P a g e | 29
2. What are the critical control points in food production where food hazards must be
controlled?
The critical control points are:
1. Storage
2. Preparation and handling
3. Cold Serve/Display
4. Defrosting
5.Cooking
6. Cooling/Freezing
7. Reheating
8. Hot Hold/Display
9. Transport and Distribution.
3. What are the indicators of quality food products?
Indicators of quality food products are listed below:

1.Appearance and visual appeal
2.Colour
3.Consistency
4.Moisture content5.Mouthfeel and eating properties6.Plate presentation 7.Portion size 8.Shape9.Taste 10.Texture.
4. Give a brief definition of the following service styles:
➢ À la carte This is French for "according to the menu". This is the usual
restaurant operation, whe re menu items are priced separately. Choice is varied and can
change depending on the season.
➢ Buffet This is whe re a fixed price is charged and cus tomers

have the choice of which foods to put on their plate. The
concept is that customers s erve themselves, as the food is
pres ented openly. There is no control on portion size or the
amount of food you can eat.
➢ Set menu A set menu is a menu with a specific set of meals to choose from. The price charged for
meal is the same.
each

P a g e | 30
➢ Table d’hôte This is where the menu contains limited or no choice,

with a fixed price charged (i.e. set meals).
➢ Bulk cooking operations This is where food is cooked in large quantities with
minimal choice, for example in an educational, airline or military establishment.
➢ Functions and events This is where either independent caterers or caterers who
from a particular department of the establishment cook pre-ordered food for an event.
are
➢ Festivals These are usually catered for by mobile catering and consist of simple
meals e.g. hot-dogs ina van, noodles, ice-cream, etc
5. List three different garnishes or decorations and what they are commonly used for.
The three different garnishes or decorations and their common use are mentioned below:
1. Sprigs of Rosemary – these small cuts of Rosemary may be added to enhance the aroma of meat and fish
based
2. Chives
dishes – finely chopped chives may be used to enhance the visual appeal and taste of various dishes
including
3. soup,
Croutons – theseand
omelettes, bite-sized
salads chunks of sautéed or re-baked bread may add some crunch to soups or
salads

P a g e | 31
6. What is the food production system you would undertake for a cook chill for five day shelf
life?
7. What are the range of formats and content for:
➢ Kitchen workflow schedules
➢ Mise en place plans
➢ Food preparation lists.

P a g e | 32
Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
➢ Supervise food production processes and monitor and report on the quality of kitchen
outputs for a minimum of twelve complete service periods (shifts) including:
o development of:
▪ kitchen workflow schedules
▪ mise en place lists
▪ food preparation lists
o calculating and ordering food supplies for at least four of the types of food service
styles listed in the knowledge evidence
➢ Coordinate cooking operations within commercial time constraints for food production
processes, which must include at least two of the following categories:
o bulk cooking
o cook chill for extended life
o cook chill for five day shelf life
o cook freeze
o fresh cook.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. In either a workplace or simulated environment, supervise food production processes and

monitor and report on the quality of kitchen outputs for a minimum of twelve complete
service periods (shifts) including:
➢ Development of:
o kitchen workflow schedules
o mise en place lists
o food preparation lists
➢ Calculating and ordering food supplies for at least four of the following types of food
service styles:
o à la carte
o buffet
o set menu
o table d’hôte
o bulk cooking operations
o functions and events
o festivals

P a g e | 33
2. Choose two of the following categories and coordinate cooking operations within commercial
time constraints for food production processes in a workplace or simulated environment.
➢ Bulk cooking
➢ Cook chill for extended life
➢ Cook chill for five day shelf life
➢ Cook freeze
➢ Fresh cook. MIS E EN PLACE PLAN – HUMMUS (Cook chill for five day shelf
life)
Task Time Resources
step
Garlic, Garbanzo Beans,
Collect all the Ingredients. 5 minutes Olive Oil, Lemon J uice,
1 Cumin, White Pepper,
Salt
2 Collect the Equipment. 2 minutes Food P rocessor,

Ladel, Container
3 Combine Ingredients such as Garlic, 1 minute

Garbanzo Beans, Lemon J uice, Withe Collected Ingredients
pepper, Cumin on he food processor.
4 Add Olive Oil to meet the desired 2 minute

consistency. Olive Oil
1 minute
5 Add Salt to taste Salt
6 Once finished, portion each and put labels 3 minutes Container, Hummus
7 s tore or serve

MIS E EN PLACE PLAN - Bolognese sauce (Cook chill for extended
life)
Step Task Time Resources
Vegetables, beef
7 minutes mince, oil,
1 Collect ingredients tomato paste,
passata, chicken
stock
4 minutes Meas uring cups,

2 Collect utensil/ equipment spoons, jugs
saucepan
5 minutes Knife,
3 Chop onion, garlic and chopping
parsley board
4 Heat oil in saucepan and

brown onions and garlic 4 minutes Spoon
5 Add beef, continue 8 minutes

stirring until brown
Add chicken stock,

6 tomato paste and 18 minutes
passata and simmer
7 Stir in parsley, salt and
pepper and let coo 3 minutes
8 Once sauce is completely Containers,

cool, weigh and portion 9 minutes scales
into containers
P a g e | 34
Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature

P a g e | 35
Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

P a g e | 36
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

P a g e | 37
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name

P a g e | 38
Competency as recorded by Assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Activities List 1A-1E, 2A-2B, 3A-3C, 4A – 4F S NS
Have the activities been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activities? (Please circle)
Comments from trainer/assessor:
Summative Assessments: Section A checklist S NS

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
activity? (Please circle)
Summative Assessments: Section B checklist S NS

Summative Assessments: Section C checklist S NS


P a g e | 39
Unit Result
Has the learner completed all required assessments to a satisfactory Yes No
standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
Has the learner completed all required assessments to a satisfactory Yes No

standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Yes No
Authentic
(Please circle)
Yes No
Valid
(Please circle)
Yes No
Reliable
(Please circle)
Yes No
Current
(Please circle)
Yes No
Sufficient
(Please circle)
The learner is deemed: Not yet Competent Competent
If not yet satisfactory, date for reassessment:

SITHKOP005 Learner Workbook V1.1 ACOT-9-2

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Unit Result Record Sheet

SITHKOP005 Coordinate cooking operations

Result for unit Competent Not Yet Competent

SHREE KR IS HNA G UR UNG Student ID: ____H_P_0_8_2_0_0_0_3_0______________

Received by Australian College of Trade:

NAME: ____S__H_R_E_E__K_R__IS_H__N_A__G_U__R_U_N_G________ Signature:

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

Competency record to be completed by assessor........................................................................ 38

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

➢ Address each question including any sub-points

➢ Demonstrate that you have researched the topic thoroughly

➢ Cover the topic in a logical, structured manner

➢ Presenting any work by another individual as one's own unintentionally

➢ Handing in assessments markedly similar to or copied from another learner

➢ Presenting the work of another individual or group as their own work

➢ Handing in assessments without the adequate acknowledgement of sources used, including

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

Assessment appeals process

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

Recognised prior learning

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

An explanation of observations and demonstrations:

The observation will usually require:

➢ Performing a work-based skill or task

➢ Interaction with colleagues and/or customers.

A demonstration will require:

➢ Performing a skill or task that is asked of you

➢ Undertaking a simulation exercise.

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

Third Party Guide

The reasons to use a third party may include:

Third party details (where required from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: _____________________________________ Date: ___________________

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

2. List potential special requirements or requests.

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

2. Cheesy sausage and bean pies

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

Greek style roast fish

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

Item on the menu: Shrimp Fried Rice

The item in menu exactly matched the description.

VCID. ACOT Training and Assessment/SITHKOP005/Learner Workbook/V1.1/July 2019

➢ Appearance and visual appeal

NAME: __SH_R_E_E__K_R__IS_H__N_A__G_U__R_U_N_G________ Signature:

Third party signature: ___________________ Date: _