Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver HLTFSE006, 'Prepare foods suitable for a range of client groups'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare foods suitable for a range of client groups' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Identify the client groups in a range of settings | 1.1 Identify client groups 1.2 Identify and confirm the nutritional needs of the client groups in accordance with organisation procedures, dietition and medical staff 1.3 Identify a range of foods that meet the nutritional needs of the client groups in accordance with organisational guidelines |
2. Select appropriate foods for specific client groups | 2.1 Select appropriate foods for menu items to meet the nutritional needs of specific client groups and to promote healthy eating 2.2 Select appropriate standard recipes |
3. Prepare, cook and serve meals suitable for specific client group | 3.1 Prepare food by accurately following standard recipes to ensure product consistency, nutritional integrity and to minimise wastage 3.2 Modify food texture to meet the needs of client groups and organisation standards 3.3 Use portion control equipment to plate meals in accordance with organisation requirements 3.4 Serve meals in an appeasing and attractive manner |
4. Follow procedures for safe food preparation | 4.1 Monitor workplace safety and take action to identify and prevent hazards 4.2 Promptly rectify faults to equipment or refer promptly for remedial action 4.3 Use suitable food preparation and cookery methods to maximise nutritional value of foods prepared and maintain food safety 4.4 Use infection control and hygiene procedures according to legislative and organisation guidelines 4.5 Discard out-of-date food and ingredients 4.6 Comply with cleaning, sanitation and waste storage and disposal practices 4.7 Receive, store, prepare, cook, transport, serve and handle food to prevent deterioration, contamination and the growth of microorganisms 4.8 Store leftover food safely and hygienically and use within a safe period of time or discard according to organisation procedures |
5. Evaluate meals and work performance | 5.1 Seek feedback from clients to determine levels of satisfaction 5.2 Evaluate meals against organisation standards and client satisfaction 5.3 Seek advice and feedback from colleagues and supervisor regarding client feedback and work performance 5.4 Use advice and feedback to identify areas for development and opportunities for continuous improvement of work standard |