Sithccc-019 - ANSWERS

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Sithccc 019 - Produce cakes, pastries and breads Daniel

Eduardo Rivas Rivas
diploma of hospitality management (ALTEC College)
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STUDENT
ASSESSMENT
GUIDE
SIHCCC 019
Produce Cakes, Pastries and Breads
DANIEL EDUARDO RIVAS RIVAS

STUDENT NAME:
0006168
STUDENT ID: _

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ASSESSMENT RECEIPT FORM

STUDENT NAME: DANIEL EDUARDO RIVAS RIVAS
STUDENT ID: 0006168
COURSE CODE:
COURSE TITLE:
TRAINER’S/ASSESSOR’S NAME: DEEPENDRA SHRESTHA
DUE DATE
UNIT CODE AND DESCRIPTION SITHCCC019 - Produce Cakes, Pastries and Breads
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY Altec College Staf

Name:
Date:
Signature:
PASS GLOBAL PTY LTD t/a ALTEC COLLEGE Student

Assessment Received by:
Altec College
Staf Name: Student ID: 0006168
Signature: Student Signature:
SIT30816 | SITHCCC019- Produce Cakes, Pastries and Breads

Student Assessment Guide | Version 1.1
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
Approved by: CEO | Next Review: January 2023
Page: 2 of 92

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ABOUT THIS BOOKLET

This assessment booklet and tools has been designed for students undertaking face to face mode of
study to provide information before students take assessments and contains assessment tools to
assess the skills and knowledge required from students to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g., online or work based.
Please read all the information given to you when you receive this assessment booklet. If you do not
understand any part of this booklet, please inform your assessor/trainer.
The assessment booklet contains two (2) parts:
PART 1: Assessment Information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout unit to achieve the competency. It
includes:
 Application of the unit of competency

 Purpose of assessment
 Elements, performance evidence and knowledge evidence requirements of the unit
 Conditions, context, required resources and location of the assessment.
 Assessment tasks.
 Outline of evidence to be collected.
 Administration, recording and reporting the requirements including special adjustments,
appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment Tasks: This part contains the information to successfully undertake the
assessment task. In each assessment task, students will find the following information:
 Task instructions.
 Role play / Practical Demonstration information.
 Information on resources required, where applicable.
 Appendix 1- Assessment resource in Altec College Kitchen

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PART 1: Assessment
Information
Application of the unit of competency
This unit describes the performance outcomes, skills and knowledge required to produce cakes,
pastries and breads in a commercial kitchen following standard recipes. It requires the ability to
select, prepare and portion ingredients; and to use relevant equipment a range of cookery methods
to make and decorate cakes, pastries and breads, and food storage methods.
It does not cover the specialist skills used by patissiers to produce specialist patisserie products.
These are covered in the range of patisserie units coded ‘PAT’.The unit applies to hospitality and
catering organisations that produce and serve cakes, pastries and breads, including hotels,
restaurants and patisseries.
It applies to individuals who work under the guidance of more senior chefs. They demonstrate
autonomy and judgement to complete routine activities and take limited responsibility in known and
stable contexts within established parameters.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITHCCC019 - Produce Cakes,
Pastries and Breads
Elements
1. Select ingredients.
2. Select, prepare and use equipment.
3. Portion and prepare ingredients.
4. Cook cakes, pastries, breads.
5. Decorate, present and store cakes pastries and breads.
Performance evidence:

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Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit
in the context of the job role, and:
 follow standard recipes to produce and decorate four of each of the following:
 cakes from the list in the knowledge evidence
 pastries from the list in the knowledge evidence
 breads from the list in the knowledge evidence
 produce each of the above cakes, pastries and breads of the same type:
 that are consistent in quality, size, shape and appearance
 within commercial time constraints and deadlines
 reflecting required quantities to be produced
 following procedures for portion control and food safety practices when handling
and storing food
 responding to special customer requests and dietary requirements.

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Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance
criteria of this unit:
 culinary terms and trade names for:

 ingredients commonly used to produce cakes, pastries and breads
 a variety of classical and contemporary cakes, pastries and breads
 contents of stock date codes and rotation labels
 food safety practices for handling and storing cakes, pastries and breads
 classical and contemporary:
 cakes:
o basic aerated sponge
o cold set cake and mousse cake
o friands
o fruit cake
o Genoise sponge
o Madeira cake
o meringues
o muffins
o Swiss roll
 pastries:
o choux pastry
o croissant
o Danish pastry
o puf pastry
o short crust
o sweet pastry
o strudel
 sweet and savoury breads:
o baguette
o bath or fruit bun
o bread rolls
o hot cross buns
o unleavened breads
 characteristics of a variety of classical and contemporary cakes, pastries and breads:
 appearance
 colour
 consistency
 moisture content
 shape
 taste
 texture
 historical and cultural derivations of a variety of cakes, pastries and breads
 basic aspects of yeast fermentation and dough development processes
 nutritional value of classical and contemporary cakes, pastries and breads
 indicators of freshness and quality of stocked ingredients for cakes, pastries and breads
 cookery methods for cakes, pastries, breads and fillings:
 adding fats and liquids to dry ingredients
 chilling ingredients and work surfaces

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 cutting, shaping and moulding

 kneading and handling
 preparing and using fillings
 preparing and using pre-bake finishes and decorations
 resting
 rolling
 selecting and preparing appropriate cake tins and moulds
 stirring and aerating to achieve required consistency and texture
 using required amount of batter according to desired characteristics of finished
products
 weighing or measuring and sifting dry ingredients
 whisking, folding, piping and spreading
 main types, culinary characteristics and uses of fillings for cakes, pastries or breads:
 savoury:
o bacon
o cheese
o fish
o ham
o meat
o poultry
o vegetable
 sweet:
o chocolate
o cream
o custard
o fresh or crystallised fruit and fruit purées
o meringue
o whole or crushed nuts.
 main types, culinary characteristics and uses of decorations for cakes, pastries or breads:
 chocolate
 coloured and flavoured sugar
 fresh, preserved or crystallised fruits
 fruit purées
 glazes
 icings
 jellies
 sprinkled icing sugar
 whole or crushed nuts
 appropriate baking temperatures and cooking times for cakes, pastries, breads and fillings
 appropriate environmental conditions for storing cakes, pastries, breads and re-usable by-
products of their preparation to:
 ensure food safety
 optimise shelf life
 mise en place requirements for producing cakes, pastries and breads and fillings
 safe operational practices using essential functions and features of equipment used to
produce cakes, pastries and bread.

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Context and conditions for assessments

To comply with the assessment condition of this unit:
 Altec College will conduct practical assessment for this unit in its Commercial Kitchen
Located at Level 8, 620 Bourke Street Melbourne VIC 3000 / Level 73-81, Murray Street
Hobart TAS 7000 with serving internal staf and students as customers.
 Kitchen has to wide range of ingredients including cakes, pastries and breads
mentioned in this unit and access to industry-realistic ratios of kitchen staf to customers;
This includes:
 Altec College staf as internal customers invited to taste meals during the assessment
process; or
 Fellow students and assessor who participate in role of customer practical
assessment in Altec College Kitchen
 Access to range of documents and equipment found in commercial Kitchen (Please
refer Appendix1 at the end of this assessment tool for detailed list of assessment
resources).
 Knowledge assessment for this unit will be conducted at Altec College classrooms at Level8 ,
620 Bourke Street Melbourne VIC 3000/Level73-81 ,Murray StreetHobart TAS 7000.
 All Altec College those are assessing this unit will have achieved the Certificate III in
Commercial Cookery or Certificate IV in Commercial Cookery to assess this unit as part of a
Certificate III in Commercial Cookery or Certificate IV in Commercial Cookery qualification;
and have worked in industry for at least three years where they have applied the skills and
knowledge of this unit of competency.
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to
the following resources for the unit.
 Computers with access to internet and printers

 DIDASKO learner guide for unit SITHCCC019
 Access to Altec College training Kitchen with access to equipment and documents defined in
conditions of assessment above.
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are
shown in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with
unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be
given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)
after two reassessments in a unit of competency student will be required to repeat the unit as per

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the scheduled delivery of the course. For further details, refer to Altec College Re-Assessment Policy
and Altec College Course Progress Policy.
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment
tasks within the date and time specified in the session plan. This will demonstrate that you have all
the required skills and knowledge for this unit.
Assessment Assessment Description Due Date Location of

Tasks Assessment
Assessment You are required to choose the correct Needs to be

Task 1 (AT1) – option(s) from the choices given for the completed in
questions. You must present their assignment the Altec
Knowledge Test
in a clear and professional manner. College
You will be given 60 mins to complete this task. classroom
Assessment This assessment task is short answer question Needs to be

Task 2 (AT2) – which demonstrates that you have the required completed in
knowledge to develop menus for special dietary the Altec
Worksheets
requirements. College
Student will be given 3 Hours to complete this classroom
task
Assessment This is Practical Demonstration in Altec College Needs to be

Task 3 (AT3) – kitchen cooking range of cakes, pastries and completed in
Practical breads using diferent cooking methods and Altec College
Demonstration preparation techniques from the recipe Kitchen
provided.
This will be done over 5 sessions of 4 hours

each.
Outline of evidence to be collected:
You must submit the following evidence to be marked competent for this unit. Your assessor will
ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current
and authentic.
Assessment Task 1  Completed knowledge test with questions answered and submit to
(AT1) – Knowledge your assessor electronically or paper-based.
 Complete and sign the cover sheet for assessment task.
Test
Assessment Task 2  Answer all questions correctly in the Written Knowledge Questions
(AT2) – Worksheets and submit to your assessor electronically or paper-based.
 Complete and sign the cover sheet for assessment task.

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Assessment Task 3  Completed Production plan for each Practical Demonstration

Session including recipe cards. (Total 5)
(AT3) – Practical
 Cook and present all the menu items for each session and present
Demonstration to assessor.
 Portfolio photos for all sessions.
 Completed and sign the cover sheet for assessment task
Administration, recording and reporting requirements:

You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment
cover sheet:
 Your assessor will mark the submitted assessment, provide feedback to you and complete
the comments section against each task, where applicable.
 ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
 You must submit all assessments on or before the due date specified by the assessor as per
the training plan.
 Extensions for individual assessment tasks may be negotiated in specific circumstances with
your assessor/trainer. However, you need to provide genuine evidence documents when
seeking an extension to due date (e.g., extensions due to illness will require a medical
certificate). To arrange an extension, you must speak to your assessor prior to the due date.
Extensions must be confirmed by the trainer in writing.
 You are permitted to use dictionaries and to seek support (as required) unless it puts in
jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
 Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work of other
students. Plagiarism is unacceptable.
 You can submit your assessment tasks through the hand in hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the
student assessment record sheets and all results will be approved by the course coordinator.
Assessors will check that you have completed the student declaration prior to filling out the
assessment sheet.
Retaining assessment records:
Altec College will securely retain all completed student assessment items for each student for a
period of 18 months from the date on which the judgement of competence for the student was

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made. Altec College will also retain sufficient data to be able to reissue AQF certification
documentation for a period of 30 years.
All assessment records submitted to the assessor for marking will be stored and retained properly.
And a hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the Altec
College record control policy accessible by the Student Administration Officer.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires
more training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you
have completed all assessments and have provided the appropriate evidence required to meet all
criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the
result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Altec
College Re-Assessment Policy and Altec College Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks, you will be marked Satisfactory, if
you have completed the task successfully, submitted all evidence and satisfied the assessment
criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or
does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the
Altec College Re-Assessment Policy and Altec College Course Progress Policy. As this is a competency-
based program, the assessment continues throughout the program until you either achieve
Competency in the assessment tasks or a further training need is identified and addressed.
Student access to records:
You have the right to access current and accurate records of your participation and results at any
time. You can see your results or attendance progress by requesting a copy of your records by
contacting the student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any
time from the assessor.

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Reasonable adjustments and special learning needs:
Altec College works to ensure that students with recognized disadvantages can access and
participate in education and training on the same basis as other students. Disadvantages may be
based, for example, upon age, cultural background, physical disability, limited or non-current
industry experience, language, numeracy or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support, reasonable
adjustments will be made to the learning environment, training delivery, learning resources and/or
assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable
if it can accommodate the student’s particular needs, while also taking into account factors such as
the student’s views, the potential efect of the adjustment on the student and others and the costs
and benefits of making the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record

b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated in
the training package.
d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the
first instance, you are encouraged to appeal informally by contacting the assessor and discussing the
matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal
further to either the course coordinator and/or Head of Department. If you are still dissatisfied, you
may appeal formally and in writing to have the result reviewed. For more information, refer to the
Assessment Policy and the Complaints and Appeals Policy and Procedures.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment. During role play, the assessor
may act as a client or employer, where required, but the assessor will not interfere with the
assessment. If the assessment activities might impact on your safety or that of others, the assessor
will stop the assessment immediately.

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Plagiarism, cheating and assessment dishonesty:
Altec College considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism
and cheating is treated on a case-by-case basis and the consequences for students engaging in such
practices may include failure of the assessment or unit or exclusion from the course. For more
information, refer to Altec College’s Assessment Policy.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback
along with your submission will be given to you and you must keep a copy of it throughout the
completion of the course.
Student Declaration:
DANIEL EDUARDO RIVAS
RIVAS (Student Name) have read
I
and understand the information provided above and also understand and accept that any act of
plagiarism and academic dishonesty may have penalties including cancellation or suspension of my
enrolment with ALTEC College. I further declare that:
 All assessment work submitted for this unit competency is my own original work and
plagiarism and collusion has not occurred.
 Assessment work has not been copied or submitted for any other unit/course.
 I have taken proper care and efort to ensure my work has not been copied by another person.
 I have retained a copy of this assessment for my own records in the event I have to reproduce
my work.
 I am aware that any assessment deemed unsatisfactory will require me to undergo
reassessment which may be diferent to the one originally submitted.
Student Signature: Date: / /

Assessment Cover Sheet: Assessment Task 1 (AT1)
Student Detail
Student Name DANIEL EDUARDO RIVAS RIVAS
Student Id: 0006168
Group No (If Applicable):
Assessment Details
Unit of Competency SITHCCC019 - Produce Cakes, Pastries and Breads
Assessment Task Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Date
Assessor name
Assessor Signature and Date
Comments/Feedback
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Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where
this work has been correctly acknowledged. I have made a photocopy or electronic copy or
photograph of my assessment task, which I can produce if the original is lost.
Assessor Student
I have received, discussed and accepted my

I declare that I have conducted a fair, valid, reliable result as above for this task and I am aware
and flexible assessment with this student, and I of my appeal rights.
have provided appropriate feedback. I also declare
that I have undertaken the indicated assessment
integrity checks
Google check for plagiarism  Yes No

Check for Copying/Collusion  Yes No
Check for Authenticity (own work)  Yes No
Cheating or use of model answers  Yes No
Signature:
Signature:
Date:
Date:
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Assessment task 1: Knowledge Test
Required documents and equipment:
 Computer with internet connection to refer to various resources.

 Student assessment booklet and a pen (organized by the student).
 Altec College Learners’ resources for the unit SITHCCC019 - Produce Cakes, Pastries and Breads
(Organised by the trainer).
 Learner’s notes
Instructions for students:
This assessment will be conducted in the Altec College classroom with access to the resources listed
above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment
 Recommended date for assessment: [Trainer to provide]

 Access all resources mentioned in required resources either printed copies or access via the
internet
 Time required for assessment: 60 mins
 You must:
 Answer all the questions satisfactorily to be deemed competent
 Complete the assessment and submit in due timelines
 Submit with a completed assessment cover sheet
 Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due
date specified by the assessor:
 You are required to submit a completed (ticked) multiple choice question listed in Knowledge
test.
 Completed and signed cover sheet for assessment
Evidence submission:
 Documentation can be submitted electronically or paper-based.
 Your assessor will record the assessment outcome on the assessment cover sheet.

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Q1. What information is provided on a food preparation list? d

(a) Standard recipes with an ingredients list.
(b) Anticipated bookings for the next service period.
(c) Requirements for preparation of daily specials and menu variations.
(d) Food production requirements and preparation deadlines.
Q2. What are two factors that determine the quantities of ingredients required to prepare a dish? a
(a) The standard recipe and number of portions required.
(b) The standard recipe and any dietary variations required.
(c) The number of portions and a list of menu items.
(d) The preparation list and ingredients list.
Q3. You’re making 104 servings of apple pie. Your recipe yields one pie of eight portions and each
pie requires 250 g sweet pastry. How much pastry do you need to make? b
(a) 3 kg.
(b) 3.25 kg.
(c) 3.125 kg.
(d) 4 kg.
Q4. What four things should you keep in mind when identifying and selecting ingredients for
cakes, pastries and breads? a
(a) Recipe, quality, freshness and stock rotation requirements.
(b) Cost, food production requirements, recipe and quality.
(c) Special customer requests, quantities to be produced, portion control, deadlines.
(d) How the ingredients look, feel, smell and taste.
Q5. Which of the following is a sign of poor quality when selecting ingredients. b
(a) Re-usable by-products that have been stored for later use.
(b) Unusual clumping or moisture in flour.
(c) Fruits that have a distinct aroma.
(d) Products selected on a first-in, first-out basis.
Q6. Which piece of equipment would you use to ice a cake? d

(a) Ladle.
(b) Fluted wheel.
(c) Cook’s knife.
(d) Palette knife.
Q7. Which piece of equipment would you use to fill profiteroles? d

(a) Palette knife.
(b) Fluted wheel.
(c) Rubber spatula.
(d) Piping bag and nozzle.

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Q8. Why is it very important to make sure equipment is clean before preparing ingredients for
cakes, pastries and breads? c
(a) Many ingredients have a high-water content, which could cause the equipment to rust and
discolour the ingredients being prepared.
(b) Recipes require ingredients to be cut very finely so there is a greater risk of food becoming
stuck in the equipment.
(c) Many of the ingredients are high-risk foods that may not be processed further during
preparation, so the risk of cross-contamination is higher.
(d) The recipes usually combine ingredients from many diferent types of food groups together, so
the risk of cross-contamination is higher.
Q9. What safety procedures should you follow when using an electrical mixer? a
(a) Do not operate near the edge of the bench in case vibration during operation causes it to fall
of.
(b) Avoid turning the mixer on and of during your shift.
(c) To minimise food contamination, rinse the attachments under water between tasks.
(d) Always wear protective gloves when adding food to a mixer that is switched on.
Q10. Why should you sort and assemble all your ingredients prior to starting to prepare them? c
(a) It allows you to check your portion sizes before you start preparation.
(b) It makes you read the recipe prior to commencing.
(c) It helps ensure you have all the required ingredients and speeds up the preparation process.
(d) It helps you get the meals out on time.
Q11. Weighing and measuring ingredients accurately is an important part of the preparation
process (mise en place). Why? b
(a) It ensures that the dish is presented the same way every time it’s made.
(b) It will help produce cakes, pastries and breads that look and taste appropriate and yield the
correct portions.
(c) Correctly calculating measurements increases yield and allows you to accurately portion food
later.
(d) If ingredients are weighed and measured accurately, you will be able to make the dish faster.
Q12. At what temperature should you prove dough? c

(a) 30 to 45 °C.
(b) 10 to 22 °C.
(c) 20 to 37 °C.
(d) 80 to 90 °C.

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Q13. You have some fresh strawberries lef over afer making a cheesecake. What should you do
with them to minimise waste and maximise profitability? d
(a) Dispose of them in the compost or other appropriate waste bin.
(b) Garnish the cheesecake with them, even though this isn’t on the standard recipe.
(c) Eat them at your break time.
(d) Store them at 6 to 10 °C so you can use them later for something else.
Q14. What mixing method would you use to make a sponge? a

(a) Folding.
(b) Stirring.
(c) Whisking.
(d) Blending.
Q15. Why is it important to use cold butter and water when using the rubbing-in method to
prepare pastry? c
(a) It prevents the pastry proving too quickly.
(b) It’s fresher and less likely to contain harmful bacteria.
(c) It restricts the development of gluten so you get a crisper pastry when you cook it.
(d) Increase the cooking time and temperature.
Q16. Your cake sinks in the middle during baking. How would you prevent this happening in the
future? c
(a) Add more sugar to the mix.
(b) Let the batter rest before placing in the oven.
(c) Check you’ve used the correct flour and weighed ingredients accurately.
(d) It ensures your pastry dough is the right colour and texture.
Q17. How can you prevent shrinkage/toughness in pastry? b

(a) Increase cooking time.
(b) Don’t overmix it. Rest it.
(c) Increase the cooking temperature.
(d) Increase the number of eggs used.
Q18. At what temperature should you bake rolls? a

(a) 180 °C.
(b) 230 °C.
(c) 200 °C.
(d) 160 °C

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Q19. Where is the best place to cool cakes, pastries and breads to retain optimum freshness and
product characteristics? c
(a) Leave them in their baking trays or tins and place them in the fridge.
(b) Leave them in their baking trays or tins and place them on the bench.
(c) Place them on a wire rack on the bench.
(d) Place them on a wire rack in the fridge.
Q20. What is the best way to enhance the appearance and taste of cakes, pastries and breads? c
(a) Use your best judgement to choose fillings, icings and decorations within the scope of your
responsibility.
(b) Use chocolate fillings and garnishes. They’re by far the most tasty and popular decorations.
(c) Use suitable fillings, icings and decorations according to standard recipes.
(d) Use your imagination and creative flair to invent fillings, icing and decorations to suit your
baked goods.
Q21. Your recipe requires a crème chantilly filling. How do you make it? d
(a) Add Italian meringue to warm crème pâtissière.
(b) Beat cream with a whisk for five to ten minutes.
(c) Slowly fold crème pâtissière together with soft whipped butter.
(d) Add icing sugar and vanilla to whipped cream.
Q22. How do you apply icing in a way that ensures a smooth, seamless finish? a
(a) Dip the palette knife in water to smooth the icing.
(b) Spread the icing towards the edges of the cake.
(c) Spread the icing away in sweeping motions while turning the turntable.
(d) Use a spoon instead of a palette knife to smooth the icing.
Q23. The rim of your cake is slightly over-coloured. How could you adjust the presentation before
displaying? c
(a) Dust the cake with icing sugar to disguise the over-coloured portions.
(b) An over-cooked cake cannot be adjusted. You’ll need to dispose of the cake and start again.
(c) Trim of over-coloured areas and decorate the trimmed areas with icing.
(d) Use a dark-coloured icing to cover the over-cooked sections of cake.
Q24. How would you attractively present an individual slice of orange and almond cake or a sweet
fruit tart? b
(a) On a small plate wrapped in a serviette to maintain freshness.
(b) On a small plate with a dessert fork or spoon.
(c) On a platter with a napkin and fork.
(d) In a bowl with a side of cream.
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Q25. How should you safely display cream-filled cakes or pastries to retain optimum freshness and
product characteristics? b
(a) In the cool room below 7 °C.
(b) In a refrigerated display case below 5 °C.
(c) On a dessert trolley for guests to view throughout the establishment.
(d) On the counter top.
Q26. How should you safely store baked products such as fruitcake, bread and unfilled pastries
that will be used within 24 hours? a
(a) Cover with plastic cling wrap and store in a dark, cool place.
(b) In a refrigerator set at 4 °C and around 85% humidity.
(c) In the freezer at -18 °C.
(d) In a plastic food-grade container in refrigerated storage.
Q27. You’ve opened and used half a packet of caster sugar. How should you store the re-usable
portion of sugar? d
(a) Cover and place in the area of the kitchen where it’s likely to be needed by others.
(b) Any leftover ingredients should be disposed of according to your establishment’s waste
management policy.
(c) Put the opened packet near the door of the storage area so others can easily find it on the
next shift.
(d) Place in a clean container, cover and label with the storage date and contents. Store in the dry
storage area.
Q28. How can you reduce the number and type of cleaning tasks you have to complete at the end
of a service period? c
(a) Use the cleaning schedule to ensure everyone knows their responsibilities.
(b) Allocate cleaning tasks at the start of a shift amongst the team and monitor completion.
(c) Clean and tidy your work area as you complete each task during preparation and service.
(d) Train all staf in correct cleaning techniques, so equipment and work areas are cleaned
correctly, reducing repetition of tasks.
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Knowledge Questions checklist – to be completed by the assessor
Student Detail
Student Id: 0006168
Assessment Details
Assessment Task Worksheets
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Date
Assessor name
Comments/Feedback
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted my
reliable and flexible assessment with this student, result as above for this task and I am aware
and I have provided appropriate feedback. I also of my appeal rights.
declare that I have undertaken the indicated
assessment integrity checks

Check for Authenticity (own work)  Yes No
Signature: Signature:
Date: Date:
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Assessment task 2: Worksheets

 Computer with internet connection to refer to various resources.
 Student assessment booklet and a pen (organized by the student).
 Altec College Learners’ resources for the unit SITHCCC019 - Produce Cakes, Pastries and Breads
(organised by the trainer)
 Learners Notes.
Instructions for Students

This assessment will be conducted in Altec College classroom with access to the resources listed
above.
You must satisfactorily answer all Worksheet questions to be deemed Satisfactory for this
assessment.
Planning the assessment:

 Recommended date for assessment - [Set a date as per timetable]
internet
 Time required for assessment: 3 hours
 You must:
 Answer all the questions satisfactorily to be deemed competent.
 Complete the assessment and submit in due timelines.
 Submit with a completed assessment cover sheet.
 Assessor will set a time to provide feedback.
At the end of the assessment, student will be required to submit the following evidence before the
due date specified by the assessor:
 Completed answer sheet with all questions answered.

 Completed and signed cover sheet for the assessment.
 Assessor will record the assessment outcome on the assessment cover sheet.

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SECTION 1: Select Ingredients

Q1: List five food production requirements you need to confirm prior to producing cakes,
pastries and breads.
1. Deadlines and run sheet
2. Equipment, utensils, ingredients needed
3. Portioning size guide
4. Quantities to be produced
5. Special requests from customer and dietary requirements
Q2: You’re making 40 servings of English custard. Each serving is 250 ml. The following recipe
yields 2 L. Calculate how much of each ingredient you will need to make enough servings of the
custard.
Ingredients Yield 2 L Quantity (40 portions)
Milk 2L 10 L
Vanilla essence 4 ml 20 ml
Sugar 200g 1 Kg
Egg yolks 20 100
Q3: Provide three quality points for dairy and eggs which indicate quality and freshness.
Dairy and eggs
1. No bad strong smell from the eggs and dairy product
2. Always use fresh eggs without cracked shell
3. Ensure to choose the fresh product, choose the used-by date with long shelf life. Then
make sure to use it within that date period

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Q4: Provide three quality points for dry goods that indicate quality and freshness.
Color doesn’t change from its original condition.
Correct temperature storage, clean and dry container
There are no large lumps in dry goods
Q5: Identify the type of flour(s) you would select for the following recipes.
Sweet pastry
Weak Flour
Puf pastry
Strong Flour
Sponge cake
Weak Flour
Wholemeal dinner roll

Whole meal Flour + Strong Flour
Q6: Identify three stock date codes and rotation labels you should read when selecting
ingredients from stores to ensure you’re rotating stock properly. Describe the contents of each
one.
Use-by date. This means safety, you are able to eat food until and on use-by
Date, no later than that use-by date as this could lead to food poisoning
Expired date tells the last day a product is safe to consume
Best-before date is about quality of the food. The food will be safe to eat after
this date but may not be as its best in flavor and texture.

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Q7: Describe five ways you could increase the nutritional value of classical and contemporary
cakes, pastries and breads or their fillings.
1. Use Honey instead of sugar
2. Use low-fat dairy instead of Full cream
3. Use wholegrain bread instead of white bread
4. Use egg white instead of whole egg
5. Use wholegrain flour instead of plain flour
Q8: Where does the black forest cake originate from?

Germany
Q9: Briefly describe classical mille feuilles and how they’re made diferently today.
The main difference between the two desserts is that a Napoleon is layered with almond
paste instead of cream whereas Classical Millle Feuilles is made up of three layers of puff
pastry alternated with two layers of
pastry cream with icing sugar as coating
Q10: Briefly describe the following classical and contemporary yeast-raised pastries and breads
including their historical and cultural origins.
Brioche
The Brioche appeared in the Middle Ages in Normandy (North-West of France) and would
be a derivative of a tighter bread made until then. It is a bread of French origin which is
high in butter and egg content. It can be served
either sweet or savory, has a light, soft and tender crumb texture.

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Bath buns
The bun's creation is attributed to William Oliver in the 18th century.is a sweet roll made
from a milk-based yeast dough with crushed sugar sprinkled on
top after baking.
Danish
The multi-layered crusty pastry became known as the ‘Danish’ as it first became famous in
Denmark. However, according to history, the first bakers who made it were from Austria.
When bakery workers in Denmark went on a strike in 1850, their employers hired pastry
workers from Vienna. Not familiar with the Danish recipes, the latter started making their
traditional goodies including what is today known as the ‘Danish’. It is a multilayered,
laminated sweet pastry in the viennoiserie tradition. Made from
flour, yeast, milk, eggs and butter. It is similar to croissants but have a cream or
cheese filling and topped with fruits or berries, or chocolate
Q11: A customer on a low-fat, high-fibre diet has asked you to recommend the healthiest option
for them on your menu. Which of the following has the highest nutritional value and is suitable for
your customer: apple pie, fruit danish pastry, banana bread, mixed grain bread?
Mixed grain bread

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SECTION 2: Select, Prepare and Use Equipment

Q12: Select the correct type of equipment (including any attachments required) for the
following tasks.
Folding ingredients into a sponge cake

Rubber spatula
Hand-beating mousse
Balloon whisk
Saucing cake
Ladle
Mechanically mixing bread dough

Kneading machine with kneading hook
Cutting croissant dough

Circular blade cutter
Cutting cake
Bread knife
Mechanically mixing cake batter

Beater attachment
Q13: What are the essential features and functions of a palette knife?
- It is flexible blade and can plain edged or serrated
- We can use it to decorate cake

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Q14: What are the essential features and functions of a bowl cutter?
- It is the commonly used meat chopping equipment designed to produce small or
very small lean meat and fat particles, can also chop nuts, praline, biscuit crumb etc.
- Can also use to combine soft items when making cheesecake.
Q15: Identify three visible signs of uncleanliness you should check for when assembling
equipment.
1. Check if there are any leftover food particles or any other unidentified objects
2. Check for faults, cracks or chip
3. there are pieces of sponges, food particle, or packaging
Q16: To ensure utensils, tools and equipment are hygienically clean, you should wash them in
hot water and neutral detergent according to manufacturer’s instructions.
What temperature water should you use to rinse them to kill bacteria and remove any chemical
residue?
Water temperature should be at least 77 °C to kill both bacteria and chemical residue
Q17: List three things you should check for while assembling and disassembling equipment to
ensure it’s safe to use.
1. Ensure to turn off and unplug the equipment before disassembling
2. Ensure if blade is set up correctly and not loose, before using a meat slicer
3. Ensure to put “Blade number 0” after using meat slicer

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Q18: When preparing dough, it’s important to keep it cool so it’s easier to knead, roll and cut.
List two ways to do this.
1. Work with a marble bench top as it will keep the dough chilled longer
2. Put the rolling pin in the cool room before using it, always start with a chilled dough
Q19: Explain five things you should keep in mind to safely use baking trays and pots.
Always use Hot pad or dry towels to touch hot tools, hot tray or hot pots
Wear chef shoes and full uniform
when you lift a cover off a boiling pot, pull the cover toward you so you don’t burn your
hand with steam.
Use a long ladle to take sauces/soups from the hot pots
Keep work area clear not too crowded, and keep things organized

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SECTION 3: Portion and Prepare Ingredients

Q20: You sort ingredients and place them together to make assembly more efficient. Identify
seven other preparation tasks (mise en place tasks) you may complete when assembling
ingredients for cakes, pastries and breads according to food production sequencing.
- Get ingredients and equipment ready
- Weighing and measuring all ingredients correctly
- Shifting the Dry ingredients together with flour
- Assemble ingredients in order to make your work faster
- Read the recipe closely
- Preheat the oven
- Have enough time when proving dough, make sure with correct temperature
Q21: List four ways you can manage your own speed, timing and productivity to produce cakes,
pastries and breads within commercial timeframes.
1. Read the recipe closely
2. Prioritize and schedule the tasks according to the food production sequencing
3. Ask for some help if needed
4. Avoid distraction
Q22: Explain how to measure wet ingredients.

By using spoons measurements and measuring jugs
Q23: Explain how to measure dry ingredients.

In a bowl with measuring Scale
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Q24: Your recipe calls for sugar, butter and flour in a ratio of 1:2:3 (that is: 1 part sugar to 2
parts butter to 3 parts flour). You have already accurately measured your 300 g of butter.
You have an accurate set of scales on which to weigh your flour and sugar. The bowls each weigh
40 g.
In one bowl what should the scales read to ensure you have the correct amount of sugar?
150gr sugar + 40gr bowl = 190gr
In another bowl what should the scales read to ensure you have the correct amount of flour?
450gr flour + 40gr bowl = 490gr
Q25: What three specific conditions does yeast require to become active?
1. Room-temperature
2. Sugar and warm water as the food
3. Moisture
Q26: There are ten basic steps to prepare yeast-based dough according to most standard
recipes. These steps ensure that the dough ferments/develops properly and is the correct
consistency/shape.
List the steps in order.
Step 1. Collect and weigh all ingredients
Step 2. Mix or knead ingredients together
Step 3. Prove the dough for the first time
Step 4. Knock back the dough
Step 5. Portion the dough
Step 6. Roll the dough
Step 7. Shape the dough
Step 8. Rest the dough

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Step 9. Prove the dough
Step 10. Bake the dough
Q27: Describe how to hand-knead dough.

Always start with chilled dough with room temperature and fold it with fingertips,
push the dough with finger heel again and keep repeating until dough is firm
enough.
Q28: Identify three ways you can tell it’s time to stop kneading the dough.
1. The dough feels smooth, elastic, soft and keep its shape
2. When the dough feels like an earlobe
3. When you push it down with your finger, the dough will rise back again quickly
Q29: Explain ‘proving’. What is it? What are the best conditions for it? What happens to dough
when you prove it?
Proving is a step in the preparation of yeast-based bread and other baked goods in which
the dough is allowed to rest and rise a final time before baking. The best temperature
between 20 to 37 degrees C. The dough will be double in volume
Q30: State three reasons you should knock back dough.
1. To remove large air pockets
2. To expel the CO2
3. To equalize the temperature

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Q31: Which pastry requires the most resting?

Puff pastry
Q32: Which pastry doesn’t require resting?

Choux pastry
Q33: How long should you rest rolled out pastry before cutting out?
5 to 10 minutes
Q34: Give three reasons you should take the initiative to minimise waste.
1. Save the environment
2. Save Energy
3. Save Money

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SECTION 4: Cook cakes, pastries and breads
Q35: Why is it important to aerate cake batter?

To increases the batter’s and cake volume so that the cake will not be flat and give more
fluffy texture
Q36: Name the type of pastry you would use to make each of the following baked products.
Profiterole
Choux pastry
Apple pie
Sweet pastry
Quiche
Short crust
Mille feuilles
Puff pastry
Danish
Yeast-raised pastry
Q37: What aerating method would you use to aerate a madeira cake?
By using whisking method and using mechanical equipment such as KitchenAid

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Q38: Explain the diference between whisking and folding.

Whisks are used to blend ingredients quickly while incorporating air into
ingredients such as heavy cream or egg white to increase its volume
Folding is cooking technique used for combining two mixtures with different textures. For
example, when you mix a light, aerated mixture such as whipped cream with a heavier
one by using rubber spatula.
Q39: Give three reasons why it’s important to sif dry ingredients such as flour, baking powder,
cocoa, etc., when producing cakes, pastries and breads.
1. Removes impurities
2. It helps to evenly mix the ingredients
3. To break up lumps
Q40: What is the most common way to incorporate fat when making short and sweet pastry?
Why?
By using rubbing in method.
it helps restrict the development of gluten and make it crispier.
Q41: You’re making three-quarter puf pastry. How much fat should you incorporate if your
recipe calls for 400 g flour?
Three-quarter puff has a fat to flour ratio of 3:4 then you need 300g butter.
Q42: You can make puf pastry using half turns or book-fold turns. In both cases, what should
you do afer every second turn?
Rest the dough for 20-30 minutes after every second turns.

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Q43: Identify three things you should do when cutting pastry.
1. Brush all flour from paste
2. Use pastry cutters
3. Ensure the pastry is cold and has been resting well before you cuting it
Q44: Describe the method you would use to make crème chantilly, using 300 ml cream, 20 g
caster sugar and 2 drops vanilla.
Mix cream caster sugar and vanilla together by using electric mixer until it forms
soft, medium or hard peaks depending on how thick you want
Q45: Your cake mixture has curdled. State how you would make food quality adjustments
(within the scope of your responsibility) to address them and ensure a quality product.
By using bainmarie method, slowly add a little bit of flour that already been shifted, mix
it until it soothes out again
Q46: Your bread dough isn’t holding its shape. State how you would make food quality
adjustments (within the scope of your responsibility) to address them and ensure a quality
product.
Using Cake tin or baking tin as a base

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Q47: State how you would prevent these food quality problems from happening again.
Your puf pastry is tough.

Don't over mix it then let it rest enough time
Your choux pastry collapses.

You have to use the right ingredients which measured and weighed according to the
standard recipe
Q48: Select the approximate cooking temperature for the following baked goods.
Baked goods 180 to 190 ºC 200 to 210 ºC 220 to 240 ºC
Génoise sponge 180 to 190 C

Apple or vegetable strudel 180 to 190 C
Thick puf pastries 200 to 210 C
Croissants 200 to 210 C
Sausage rolls 220 to 240 C
Danish pastry products 200 to 210 C
Madeira 180 to 190 C
Dinner rolls 220 to 240 C
Bath buns 200 to 210 C

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Q49: For what duration would you bake a cake in a round 15 cm diameter cake tin?
18-20 minutes
Q50: Where should you put cakes to cool them down completely?
On a cooling rack until it cools down
Q51: Describe how to remove cakes from their tins.
 Wait until your cake is fully cooled before removing it

 Run a butter knife or a palette knife around the inside edges of the cake tin.
 Get a cooling rack.
 Pop a clean tea towel over the tin, put your hand on top of the cake and turn
it upside down onto the cooling rack. The cake should come of its own accord,
but if it doesn’t, a few gentle taps on the base of tin should release it.
Q52: Why should you immediately turn out sponge cakes onto a wire rack to cool?
Preventing it from over baked and dried out from the oven

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SECTION 5: Decorate, present and store cakes, pastries and breads

Q53: Identify a suitable filling you would use to enhance the appearance and taste of the
following baked goods.
Black forest cake

Whipped cream
Fruit flan
Pastry cream, fruits with glaze such as apricot jam
Quiche lorraine
Savory filling and topping such as bacon, leek and mushroom
Mille feuilles
Pastry cream, raspberry cream
Q54: What covering or icing would you use on a carrot or orange cake?
Cream cheese frosting
Q55: You can use decorations and garnishes to enhance the appearance and taste of your baked
goods. Match the following baked goods to the most suitable decorations and garnishes.
Your options are: apple strudel, danish pastries, mocha torte, croquembouche.
Raspberry jelly
Danish pastries

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A dusting of icing sugar

Apple strudels
Spun sugar, crystallised violets and pulled sugar ribbons

Croquembouche
Buttercream rosettes with chocolate run outs

Mocha torte
Q56: List six actions you can take while applying and spreading icing to ensure your cakes have a
smooth, seamless finish.
1. Choose good, flexible palette knife
2. Spin the cake on a Lazy Susan to decorate it easily
3. Frosting the middle layer with a flexible metal spatula
4. Frosting the top and side of the cake
5. With your spatula take the icing and hold it against the side on 90-degree angle
and spread it, covering the cake around smooth and even
6. Try not to lift the spatula too much so you won’t have any crumbs

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Q57: List two actions you can take while piping icing trim to ensure your cake decorations are
visually appealing.
1. Decorating on the cake by using icing or melted chocolate
2. Piped butter cream in a decorating piping tip then finish off your cake decorations
with it
Q58: Identify five product characteristics you should evaluate prior to displaying your finished
cakes.
1. Color
2. Appearance
3. Shape
4. Consistency
5. Texture
Q59: List three tips for selecting service ware to attractively present cakes and pastries.
1. Choose a contrast color between dish and service ware to stand out the visual
2. Make sure there is no crack or chip, no stain and always shiny
3. Choose visualized service ware depending on the type of cakes/pastries you are
presenting

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Q60: Your madeira cake is lopsided or over-coloured. What adjustments would you make to
ensure a quality product prior to displaying?
Trimmed the area that over-colored and cover it with icing sugar, icing, or decorative
buttered cream
Q61: Your sponge cake has turned out dry and crumbly. What do you do with the sponge cake?
Turn crumbly cake into a trifle, place cake pieces in a large dish or individual champagne
glasses and top the cake pieces with fruit and whipped cream.
Q62: Identify three pre-bake finishes and/or decorations you can use to decorate baked goods.
1. Fruits and buttered cream
2. Toasted desiccated coconut
3. Topped with toasted chopped nuts
Q63: You must display cakes, pastries and breads in appropriate conditions to optimise shelf
life, ensure food safety and retain optimum freshness/product characteristics.
List five actions you can take to ensure this happens.
1. Always keep display area and fridge clean, kneed and tidy
2. Ensure there are no sign of insects or other food particles
3. Keep them on clean, dry airtight container
4. Store breads and unfilled pastries at room temperature
5. Always check temperature of display cabinet

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Q64: You must store cakes, pastries and breads and their re-usable by-products in
environmental conditions which optimise shelf life, ensure food safety and retain optimum
freshness/product characteristics.
Describe these environmental conditions.

- Store in temperature between 1 – 4 degree C
- Store in cool place away from the heat of the kitchen.
- Store them wrapped with plastic firm to or sealed containers.
Q65: How would you store cakes or pastries containing perishable ingredients such as fresh fruit
or cream?
Store in temperature between 1 - 4 degree C and 85% humidity
Q66: How would you store unfilled cooked pastries?

Store in clean and dry airtight container in a cool and dry area.
You can also cover it individually in plastic wrap, carefully wrapped without squashing it.
Q67: How would you store dinner rolls?

Store the dinner rolls in a plastic bag, vac bag, or wrap in foil and store at dry room
temperature
Q68: How do you correctly store re-usable dairy products to minimise waste, maximise
profitability, ensure food safety and optimise shelf life.
Put a label properly, dated properly and store between 1 - 4 degree C

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Q69: What information should you put on a date label attached to surplus food being stored for
service at another time or day?
Product name
The used before date Best-
before date
Person who prepped it
Q70: What are three common tasks you complete when cleaning your work area at the end of
service?
1. Clean bench and stove with hot soapy water, sanitize and dry it. Wash equipment and
utensils, then dry it. Clean the sink and make sure there is no rubbish at all. Soak the
rangehood in the Oxy tank for 30 minutes then take them out and clean it.
2. Dump all the rubbish, tied them up and throw into the bin
3. Sweep the floor properly make sure there is no rubbish at all on the floor, mop the floor
with floor cleaner and hot water.

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Assessment Cover Sheet: Assessment Task 3 (AT3)

Student Detail
Student Id: 0006168
Assessment Details
Assessment Task Practical Demonstration
Due Date
AT3 Task 1- Production Plan and
recipe cards
Date of Submission
AT3 Task 2- Demonstration tool
Date of Submission
AT3 Task 3- Portfolio Photos
Date of Submission
Overall AT3 Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Date
Assessor name
Comments/Feedback
Assessor Student
I have received, discussed and accepted my
I declare that I have conducted a fair, valid, result as above for this task and I am aware
reliable and flexible assessment with this student, of my appeal rights.
and I have provided appropriate feedback. I also
declare that I have undertaken the indicated
assessment integrity checks
Check for Authenticity (own work)  Yes
No
Signature:
Signature:
Date:
Date:

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Assessment task 3: Practical Demonstration

 Altec College Commercial Kitchen with access to all the equipment and variety of ingredients
defined in Appendix 1 at the back of this tool.
 Chef Uniform. (Students to organise themselves)
 Knife Kit. (Students to organise themselves)
 Chef Equipment and tool. (Altec College)
 Recipes. (Student must print from learner guide)
 Altec College shall make available the ingredients as per recipe.
Planning the assessment
 Recommended date for assessment: [Trainer to provide]

internet
 Time required for assessment: 20 hours for 5 sessions (4 hours each)
 You must:
 Produce all evidence as required.

 Complete the assessment and submit in due timelines
 Submit with a completed assessment cover sheet
 Assessor will set a time to provide feedback
At the end of the assessment, students will be required to submit the following evidence before the
due date specified by the assessor:
 Completed Production plan for each Practical Demonstration Session including recipe cards.
(Total 5)
 Cook and present all the menu items for each session and present to assessor.
 Portfolio photos for 5 sessions.
 Completed and sign the cover sheet for assessment task.
 Assessor will record the assessment outcome on the assessment cover sheet.

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AT3-Practical Demonstration Instructions

In this practical demonstration assessment, you are required to follow standard recipes to produce
and decorate four of each of the following:
 Cakes:
 basic aerated sponge
 cold set cake and mousse cake
 friands
 fruit cake
 Genoise sponge
 Madeira cake
 meringues
 muffins
 Swiss roll
 Pastries:
 choux pastry
 croissant
 Danish pastry
 puf pastry
 short crust
 sweet pastry
 strudel
 Sweet and Savoury breads:
 baguette
 bath or fruit bun
 bread rolls
 hot cross buns
 unleavened breads
You will complete this over Five (5) sessions in the Altec College training kitchen with access to staf,
assessor as customer.
You must produce each of the above cakes, pastries and breads of the same type:
 that are consistent in quality, size, shape and appearance

 within commercial time constraints and deadlines
 reflecting required quantities to be produced
 following procedures for portion control and food safety practices when handling and
storing food
 responding to special customer requests and dietary requirements.
Practical Demonstration sessions and Menu Date of Demonstration
(Please refer your timetable and

session Plan)

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Practical Demonstration 1
Follow standard recipes to prepare each of the following
cakes:
 basic aerated sponge
 cold set cake and mousse cake
 friands
 meringues
cakes:
 fruit cake
 Genoise sponge
 Madeira cake
 Muffins
 Swiss roll
pastries:
 choux pastry
 croissant
 Danish pastry
 puf pastry
pastry:
 short crust
 sweet pastry
 strudel
sweet and savoury breads:
 baguette
 bath or fruit bun
sweet and savoury breads:
 bread rolls
 hot cross buns
 unleavened breads

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Practical Demonstration Tasks
For Each Practical Demonstration session shown in menu table above you are required to
complete following tasks:
At the start of session your assessor will check if you are in full uniform and carrying your knife kit.
Assessors will be checking your uniform for cleanliness and that you have full uniform on prior to
allowing you to begin the session.
As per menu for defined in above Practical Demonstration session your assessor will provide you
standard recipe cards. Read carefully all the recipe information given to you when you receive it. If
you do not understand any part, please ask your assessor.
You will have four (4) hours to prepare and produce the food items for each Practical Demonstration
session and your Assessor will set commercial time constraints according to menu for each dish to
reflect industry environment.
Task 1: Production Plan

You are required to consult assessor and two customers for the session whom you will be serving
food to confirm the food production requirements from session menu and standard recipes
including:
 portion control.
 quantities to be produced.
 special customer requests.
 special dietary requirements.
After confirming the food production requirements, you must write Production Plan in the template
provided below according to the menu for the session.
Production plan has following Parts:
Part A- Menu details and food production requirements:
Write all dishes from the menu for the session and number of serves your assessor has asked you to
prepare.
Number of serves you have been asked to prepare may difer from the number of serves specified in
the standard recipe you have been provided. You are required to adjust quantity of ingredients
according to number of serves you are cooking.
Also record your name, student number and the date of each Practical Demonstration session in the
production plan template.
Part B-Equipment:
This part requires you to identify and list all the equipment’s including appropriate knives required
to cook for individual dish from the session menu.
You must select correct equipment type and size for each dish and mention for which cooking
method the equipment has been used and the specification e.g., Oven, if its gas oven or fan forced
or convention oven.

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Your Assessor will observe if you have selected right equipment for the job and will observe you
while assembling equipment and safety requirements as per operating manual. The assessor will
also check if the equipment you are using is clean as per standard.
Part C-Recipe card: Ingredients:
This part requires you to identify all the ingredients from standard recipes provided to you and
calculate ingredient amounts according to per number of serves you are preparing. Enter the
ingredients on production plan. This will require your numeracy skills to calculate the quantity and
number of serves and you must use standard trade names for ingredients and various products as
per recipe.
Part D-Workflow Plan:
 You are required to list tasks for Mis-en-place and preparation which includes weighing,
measuring ingredients, creating portions, cutting and portioning as per recipe and write
measures to minimise the waste.
 You are required to identify suitable cooking method for each dish and identify temperature.
 You are required to write step by step plan for how you will produce items from menu using
logical flow to put the final dish.
 Logical flow means for each dish you are required to follow steps in sequence as per
standard recipe to ensure final dish is cooked as per industry standards.
 Identify any possible problem with cooking process and corrective action to be taken.
 Tasks for colleagues if working in group.
 Identify cutlery and crockery required for presentation and serving temperature for Dish.
Task 2- Prepare and Cook Menu Items

After you have successfully written production plan, you are then required to put this production
plan in to action and following must be completed to successfully complete this task.
Step 1 -Mis-en-place (Food preparation)

 Select the correct size and type of equipment for each dish (e.g., Beaters, Caked tins and
moulds, Graters, Scales, etc.) and assemble and clean them and use them safely as per
instruction manual. Your assessor may ask you questions on how will you use the equipment
safely and will observe you while using the equipment safely.
e.g., If you take a hot baking tray out of the oven using a wet tea towel instead of dry oven
mitts you could burn yourself.
 Select the ingredients from store according to recipe ensuring quality, freshness and stock
rotation (LIFO and FIFO) requirements. Also check if perishable items are fresh and there is
no spoilage or contamination and check contents of stocks take dates and read labels before
picking ingredients and implication on quality of dish prepared. You must select ingredients
appropriate to the item you’re making.
e.g., Self-raising flour is great for cakes but it would not be good when creating choux
pastry.
 Sort and assemble all ingredients as per food production sequence defined in recipe.
 Weigh, measure and portion the wet and dry ingredients according to recipes and number
of serves you are cooking as mentioned in production plan. Also make sure you are using
appropriate measure equipment and correct units of measurement.

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 You must read label, locate and read the date codes and rotation labels on food products.
 You are required to prepare yeast-based dough to correct consistency and shape.
e.g., You are required to use diferent yeast- raised dough depending on whether you’re
making pastry or bread.
 You are required to produce and decorate the following types of cakes, pastries, breads and
fillings (at least 4 of following)
 cakes:
o basic aerated sponge
o cold set cake and mousse cake
o friands
o fruit cake
o Genoise sponge
o Madeira cake
o meringues
o muffins
o Swiss roll
 pastries:
o choux pastry
o croissant
o Danish pastry
o puf pastry
o short crust
o sweet pastry
o strudel
 sweet and savoury breads:
 baguette
 bath or fruit bun
 bread rolls
 hot cross buns
 unleavened breads
 Clean and cut other ingredients using basic cuts according to culinary standards e.g. right
shape and size for each cut. Make sure you use right knife for cuts and minimise waste to
maximise yield and profitability e.g., Calculate ingredients for cakes, pastries and breads
correctly or else you have to throw them out.
 Complete mis-en -place and preparation.
Step 2- Cook the menu items

 Cook the menu items following the standard recipe and steps listed in production plan.
You are required to use the following cookery methods for the preparation of cakes, pastries
and breads:
 adding fats and liquids to dry ingredients
 chilling ingredients and work surfaces
 cutting, shaping and moulding

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 kneading and handling

 preparing and using fillings
 preparing and using pre-bake finishes and decorations
 resting
 rolling
 You are required to use the following fillings for cakes, pastries and breads:
 savoury:
o bacon
o cheese
o fish
o ham
o meat
o poultry
o vegetable
 sweet:
o chocolate
o cream
o custard
o fresh or crystallised fruit and fruit purées
o meringue
o whole or crushed nuts.
 You must adjust the dishes for any dietary preferences e.g., low sodium diets and gluten free
or any allergy.
 You must follow standard recipes provided by assessor and make food quality adjustments
including any cooking preference (e.g., Cake sinks in the middle during baking, the possible
cause is the flour used is incorrect.) taste or texture adjustments specified by assessor and
as per production plan.
 You must select baking conditions, require oven temperature and bake cakes, pastries and
breads. The length of the time and temperature are extremely crucial as the shape of the
item depends on the same.
e.g., Reduce temperatures by 15-20% when cooking cakes in a convention oven.
 You must cool the prepared item in appropriate conditions to retain optimum freshness and
product characteristics.
e.g., Don’t leave bread products to cool down completely in their baking trays or tins as
they create steam and get soggy.
 During preparation, you must follow food safety during each production step e.g. Selecting
right chopping board for diferent food types or washing hands after handling diferent type
of foods and following ‘clean as you go’ principle.
 Identify any problem during cooking process and take corrective action.
 You should work with speed and should be organized to finish the dishes in given time
frame.
 You should work cooperatively with your colleagues If you are working in group or sharing
equipment.

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Step 3- Decorate, present and store cakes, pastries and breads

 You are required to enhance the appearance and taste of cakes, pastries and breads using
suitable fillings, icings and decorations. This means decorating the cakes and pastries to
make them more appealing to the eye as well as the palate. You must make sure the
decorations are edible, compatible with flavour of the base and appropriate to the item
prepared. The main types of decorations that should be used are:
 chocolate
 coloured and flavoured sugar
 fresh, preserved or crystallised fruits
 fruit purées
 glazes
 icings
 jellies
 sprinkled icing sugar
 whole or crushed nuts
 You must apply icing as a coating to enhance flavour of the cake and make it easier to cut
portions. Icing is also used to ensure a smooth and seamless finish.
 Before you present the dish, you are required to visually evaluate the prepared item. You
may visually check for the appropriate colour, over-coloured or burnt, the right shape, etc.
and adjust it accordingly.
e.g., You may conduct a touch test:
 Check if the sponge feels springy.
 Cakes and scones feel firm.
You must also look for the following characteristics of a variety of classical and
contemporary cakes, pastries and breads:
o appearance
o colour
o consistency
o moisture content
o shape
o taste
o texture
 The service ware that you use must be checked for any chips, cracks and cleanliness. You
must choose service ware of correct size and colour that will enhance the dish.
 It is extremely important to display the food item in appropriate condition to retain
optimum freshness and product characteristics. The display area where the items are kept
must be neat and clean.
e.g., Enclose the products in dome displays at all times.
 Final dish must be presented at par with industry standards. Present them to your assessor
for assessment. Your assessor and internal staf (invited to taste meals) will act as customer
for your cooked dish and your assessor or customer may ask you to adjust dishes according
to their preference.

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Step 4- Portfolio of work done
 You are required to take at least 2 photos during each Practical Demonstration and affix them
at the space provided in Portfolio Template provided.
 You should write name of Dish for each photo and date when it was taken.
Step 5- End of service procedures
 After you finish your presentation to your assessor, you must store the food items at the
appropriate temperature and under the correct storage conditions to maintain quality,
freshness and customer appeal, and to minimise wastage and spoilage. This will include
storing in appropriate environmental conditions Including:
 Humidity
 atmosphere
 light
 packaging
 temperature
 use of containers
 ventilation
e.g., Decorated cakes containing cream, fruits etc. are required to be stored at a
constant temperature of anywhere between 1-4 degrees.
 You must then clean the kitchen according to the cleaning schedule and dispose of or
store surplus and reusable by-products according to Altec College kitchen storage
requirements and procedures, environmental considerations defined above, and cost
reduction initiatives.
 Ensure that all bins are taken out before you leave the kitchen.

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AT3-Task1- Template Production Plan

DANIEL EDUARDO RIVAS RIVAS 0006168
Student Name Student ID Date
Part A-Menu Items Portion/s Reference Page

Chocolate mousse cake 4 DEEPENDRA SHRESTHA
Part D- Workflow plan Part B-Equipment Communication

Time
Task (Description) and Priority & OHS (Who, About what?)
09.30 am Scales, small Bowls,
Grab all the ingredients and weight medium bowls, food
them correctly, Grab the equipment processor, medium
and set your working space clearly, saucepan, rubber
assemble the ingredients in order spatula, balloon
according to the standard recipe to whisk, cake tin, flour
make you work faster and efficient shifter, trays
09.40 am Place biscuits and butter in a food Food processor

processor and process until
resembles.
09.45 am Press biscuit mixture over the base Cake tin
cake tin and place it in a cool
temperature
09.50 am Place chocolate in a large heatproof Heatproof bowl,
bowl over a saucepan of simmering medium saucepan,
water. Stir it until it becomes rubber spatula
smooth
09.55 am Beat the cream to the soft peaks Balloon whisk,
using balloon whisk medium bowl
09.58 am Fold cream mixture into chocolate Rubber spatula,
medium bowl
10.00 am Pour the chocolate and cream Rubber spatula, cake DEEPENDRA SHRESTHA, ask
mixture in a base in a prepared cake tin about the consistency and
tin, smooth with rubber spatula and taste of chocolate mousse cake
store it in cool room for 3 hours
13.00 pm After 3 hours, dust the cake with Shifter
icing sugar through a shifter.

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Communication
End of service procedures Equipment
(Who, about what?)
10.30 am Dump the rubbish into the correct Rubbish bin, bin bag DEEPENDRA SHRESTHA, ask
bin about the ingredients to be
kept
10.35 am Hot Soapy water,
Wash the equipment and utensils sponge, paper towel
and dry them properly
10.45 am Clean the bench and stove, sanitize, Hot soapy water,
then dry them. sponge, squeezy,
sanitizer, paper towel
10.55 am Clean the sink, ensure there is no Hot soapy water,
rubbish in the sink, dry them sponge, squeezy,
properly sanitizer, paper towel
11.05 am Put all the equipment away into its
place
11.20 am Sweep the floor, mop the floor, put Bucket, broom, mop,
wet floor sign floor cleaner, wet
floor sign
Post service de-brief Communication (who, about what?)

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Check with chef about the consistency of the cake before DEEPENDRA SHRESTHA
putting it in the fridge
Clean as you go
Write down all the recipe for future reference
Things to remember
 Use logical sequence for the tasks in both mise en place and cooking  Some recipes may require adjustment
 Times are for guidance, may vary depending on the recipe/s  “Clean as you go” will save you time


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AT3 PART C- Recipe Card - Ingredients
Student DANIEL EDUARDO RIVAS RIVAS Student 0006168

Name ID Date
Recipe Name CHOCOLATE MOUSSE CAKE
Portion Size 4 Outlet ALTEC KITCHEN

Qty. Qty. Unit Total
Preparation Ingredients Unit
(4 pax) (20 pax) cost 4 pax 20 pax
Biscuits Gr 40 gr 200 gr $6 $0.24 $1.2
Butter Gr 20 gr 100 gr $9.5 $0.19 $0.95

Chocolate Gr 100 gr 500 gr $18 $1.8 $9
Cream ml 150 ml 750 ml $5.5 $0.825 $4.125
Cocoa powder Gr 5 gr 25 gr $11 $0.055 $0.275
What are the criteria’s which needs to be considered when selecting the ingredients?

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Higher quality ingredients make better result in taste.
What steps are involved in preparing the dish?

 Place biscuit and butter in a food processor and proces until resembles.
 Press mixture over base of pan and place it in a cool temperature
 Place chocolate in a large heat proof bowl over a saucepan of simmering water. Stir it until it
becomes smooth
 Beat the cream to the soft peaks fold cream mixture into chocolate
 Pour it in a base in a prepared pan. Smooth it with spatula, store it in cool room for 3 hours
 Once it set, dust it with icing sugar for decoration
What fillings, icings and decorations should be used?

cocoa powder dusting, icing sugar dusting, chocolate ganache inside
What adjustments should be made for special dietary / nutritional requirements?

Use low fat dairy for low calorie diet.
Use gluten free biscuits for coeliac person

Choose biscuits with low sugar for health reason
Use chocolate with high percentage, which means less in sugar for health reason

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Extra space for notes:

Always choose good quality ingredients for better result
PRACTICAL DEMONSTRATION LOG- TASK 2
You are required to do the following:

• You must demonstrate preparation of a range of cakes, pastries and breads using various cooking methods in
Altec College kitchen.
• Prepare recipes using all types of cakes, pastries and breads listed at least once.
• Prepare cakes, pastries and breads during five (5) sessions.
• Use standard recipe for the session menu. (Print from Learner’s Guide for the unit)
• Consistently perform all tasks multiple times satisfactorily.
Your assessor will submit results of your practical demonstration tasks via the LMS to track progress
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PRACTICAL DEMONSTRATION LOG- TASK 2
Session No: 1
Learner name: Date:
Recipe name: No. of customers Identified
and Satisfactory Signature
Cakes Pastries Breads Preparation corrected
problems
Process
□ Basic aerated □ Choux pastry □ Baguette □ Consistent in quality, size, □ Yes □ Yes
sponge □ Croissant □ Bath or fruit bun shape and appearance □ No □ No
□ Cold-set cake and □ Danish pastry □ Bread rolls □ Prepared within commercial □ Not
mousse cake □ Puf pastry □ Hot cross buns time constraints and deadlines applicable
□ Friands □ Shortcrust □ Unleavened breads
□ Sweet pastry □ Reflected required
□ Fruitcake □ Strudel quantities to be produced
□ Génoise sponge □ Followed

procedures for
□ Madeira cake portion control
□ Meringues and food safety
□ Muffins practices when
handling and
□ Swiss roll
storing diferent
food types
□ Responded to special
customer requests and dietary
requirements
Assessor feedback
SIT30816 | SITHCCC019- Produce Cakes, Pastries and BreadsStudent Assessment

Guide | Version 1.1
Approved by: CEO | Next Review: January 2023 Page: 59 of
92

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Learner Feedback

Guide | Version 1.1
92

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Session No: 2
Learner name: Date:
problems
Process
□ Fruitcake □ Sweet pastry □ Reflected required
□ Génoise sponge □ Strudel quantities to be produced
□ Madeira cake
□ Followed
□ Meringues
□ Muffins procedures for
□ Swiss roll portion control
and food safety
practices when
handling and
storing diferent
food types
requirements
Assessor feedback
Learner Feedback

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Session No: 3
Learner name: Date:
problems
Process
□ Madeira cake
□ Followed
□ Meringues
procedures for
□ Muffins
and food safety
practices when
handling and
storing diferent
food types
requirements
Assessor feedback
Guide | Version 1.1
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Learner Feedback

Guide | Version 1.1
92

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Session No: 4
Learner name: Date:
problems
Process
□ Madeira cake
□ Followed
□ Meringues
□ Muffins procedures for
and food safety
practices when
handling and
storing diferent
food types
requirements
Assessor feedback
Learner Feedback
Guide | Version 1.1
92

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Session No: 5
Learner name: Date:
Recipe name: No. of customers
Identified
Cakes Pastries Breads Preparation Process and Satisfactory Signature
corrected
□ Cold-set cake and □ Danish pastry □ Bread rolls □ Prepared within □ Not
mousse cake □ Puf pastry □ Hot cross buns commercial time constraints applicable
□ Friands □ Shortcrust □ Unleavened breads and deadlines
□ Fruitcake □ Sweet pastry
□ Génoise sponge □ Strudel □ Reflected required
□ Madeira cake quantities to be produced
□ Meringues
□ Followed procedures for
□ Muffins
□ Swiss roll portion control and food
safety practices when
handling and storing
diferent food types
customer requests and
dietary requirements
Assessor feedback
Learner Feedback

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AT3 Task 3: Portfolio Photos

You are required to attach photos of products prepared by you during each practical class. If additional
photos are required you may make copies of the template.
Unit: Produce Cakes, Pastries and Breads

Code: SITHCCC019
Student Name: DANIEL EDUARDO RIVAS RIVAS
Student ID: 0006168
Trainer:
Submission Date:
Trainer
(Signature)
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Portfolio Template:
Session 1
Name of Dish: CARROT CAKE Name of Dish: CARROT CAKE

Date 27 APRIL 2022 Date 27 APRIL 2022
Name of Dish: CHOCOLATE MOUSSE CAKE

Date 27 APRIL 2022
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Session
Name of Dish: BERRY CHEESECAKE Name of Dish: FRIANDS

Date 27 APRIL 2022 Date 27 APRIL 2022
Name of Dish: BERRY CHEESECAKE

Date 27 APRIL 2022
Name of Dish: Name of

Dish:
Date Date
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Session
Name of Dish: APPLE STRUDLES Name of Dish: APPLE STRUDLES

Date 4 MAY 2022 Date 4 MAY 2022

Dish:
Date Date
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Session
Name of Dish: SWEET TART Name of Dish: SWEET TART

Dish:
Date Date
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Session
Name of Dish: SAVORY TART Name of Dish: SAVORY TART

Dish:
Date Date
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Session
Name of Dish: BREAD ROLL

Date 4 MAY 2022

Dish:
Date Date
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Appendix 1- Assessment resource in Altec College Kitchen

Altec College will conduct practical assessment for this unit in its commercial kitchen located at Level8
, 620 Bourke Street Melbourne VIC 3000/Level73-81 ,Murray StreetHobart TAS 7000 with serving
internal staf and students as customers and during assessment student will have access to following
resources in the Kitchen:
Assessment must ensure access to:
 fixtures and large equipment:
 commercial grade work benches (1.5 m/person)
 commercial:
o blenders and food mills
o food processors
o planetary mixers
 commercial ovens with trays (one per two persons)
 commercial refrigeration facilities:
o cool room
o fridge
o freezer
 designated storage areas for dry goods and perishables
 double sink
 marble slab or bench
 microwave
 storage facilities
o shelving
o trays
 small equipment:
 baking sheets
 beaters
 cake tins and moulds:
o fixed base in a range of shapes
o loose bottom
o muffin tins
 containers for hot and cold food
 cutting boards
 food handler gloves
 graters
 knives:
o cake knife
 pastry cutters and shapes
 measurers:
o metric calibrated measuring jugs
o measuring spoons
o portion control scoops
 moulds, shapes and cutters
 oven mitts
 piping bags and attachments
 proofer
 range of saucepans and pots for small and large production
 scales
 sets of stainless-steel bowls
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 service-ware:
o cutlery and serving utensils
o platters, dishes, and bowls
o serving tongs and trowels
 silicon mats
 spatulas
 spoons:
o ladles in a variety of sizes
o wooden spoons
o large plain and slotted metal spoons
 whisks:
o fine stainless-steel wire
o coarse stainless-steel wire
 wire cooling racks
 cleaning materials and equipment:
 cleaning cloths
 commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens,
equipment and food storage areas
 dustpans and brooms
 garbage bins and bags
 hand towel dispenser and hand towels
 mops and buckets
 separate hand basin and antiseptic liquid soap dispenser for hand washing
 sponges, brushes and scourers
 tea towels
 organisational specifications:
 equipment manufacturer instructions
 current commercial stock control procedures and documentation for ordering, monitoring
and maintaining stock
 mise en place lists, menus, standard recipes, and recipes for special dietary requirements
 ordering and docketing paperwork
 food safety plan
 guidelines relating to food disposal, storage and presentation requirements
 safety data sheets (SDS) for cleaning agents and chemicals
 diverse and comprehensive range of perishable food supplies for cakes, pastries and bread
 industry-realistic ratios of kitchen staf to customers including Altec College staf, trainers and
students who are invited to participate as customer for assessment, in Altec College Kitchen.
Copyright: Instructions in this tool have been developed by NTA and Altec College for sole purpose of use by Pass Global Pty Ltd t/a ALTEC College.
Any part of these assessment instructions cannot be reproduced in full or part for without approval of Altec College and NTA which holds
authorship rights.

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What is the purpose of the assessment booklet?

What is the purpose of the assessment booklet?

What resources will students have access to during the practical assessment?

What resources will students have access to during the practical assessment?

lOMoARcPSD|15788763

Sithccc 019 - Produce cakes, pastries and breads Daniel

Studocu is not sponsored or endorsed by any college or university

Produce Cakes, Pastries and Breads

DANIEL EDUARDO RIVAS RIVAS

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ASSESSMENT RECEIPT FORM

Student Signature: Date:

ASSESSMENT RECEIVED BY Altec College Staf

PASS GLOBAL PTY LTD t/a ALTEC COLLEGE Student

Staf Name: Student ID: 0006168

Signature: Student Signature:

SIT30816 | SITHCCC019- Produce Cakes, Pastries and Breads

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ABOUT THIS BOOKLET

The assessment booklet contains two (2) parts:

 Application of the unit of competency

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Application of the unit of competency

2. Select, prepare and use equipment.

3. Portion and prepare ingredients.

4. Cook cakes, pastries, breads.

5. Decorate, present and store cakes pastries and breads.

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 culinary terms and trade names for:

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 cutting, shaping and moulding

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Context and conditions for assessments

 Computers with access to internet and printers

There is no provision for clustering of assessments in this unit.

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Assessment Assessment Description Due Date Location of

Assessment You are required to choose the correct Needs to be

Assessment This assessment task is short answer question Needs to be

Assessment This is Practical Demonstration in Altec College Needs to be

This will be done over 5 sessions of 4 hours

Outline of evidence to be collected:

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Assessment Task 3  Completed Production plan for each Practical Demonstration

Administration, recording and reporting requirements:

The assessments are intended to be equitable, fair and flexible.

Recording an assessment result:

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For assessment task:

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Reasonable adjustments and special learning needs:

Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record

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Plagiarism, cheating and assessment dishonesty:

Student Signature: Date: / /

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