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 SIRRMER003A, 'Prepare and display fast food items'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare and display fast food items' 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 describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Prepare fast food items. | 1.1.Prepare and operate work stations according to legislative requirements and store policy and procedures. 1.2.Identify, maintain and use equipment, utensils and implements required according to store procedures and legislative requirements. 1.3.Identify and assemble ingredients for items according to standard store recipes and menu range. 1.4.Identify preparation and handling requirements for individual food items according to legislative requirements and store procedures. 1.5.Identify products to be sliced, or cut and slice, or cut according to product and legislative requirements. 1.6.Use food preparation equipment safely and switch off after use, as required according to legislative requirements and store procedures. 1.7.Clean and store equipment according to store procedures and legislative requirements. 1.8.Identify, prepare and cook items according to legislative requirements and store procedures. 1.9.Identify items to be heated and place in, and remove from, ovens according to legislative requirements and store procedures. 1.10.Identify items to be defrosted and prepare according to legislative requirements and store procedures. |
2. Present food items. | 2.1.Package or plate food items according to store procedures and legislative requirements. 2.2.Apply portion control to minimise wastage. 2.3.Place food products in or on display and storage units in determined locations as required. 2.4.Display food products to achieve a balanced fully stocked appearance and promote sales. 2.5.Check stock for freshness prior to placement on display. 2.6.Identify damaged, deteriorated, spoiled or out of date stock and take corrective action as required according to store procedures and legislative requirements. 2.7.Display and store cooked and uncooked products separately to avoid cross contamination according to store policy and legislative requirements. 2.8.Place individual products in separate containers or dividers to avoid spoilage. 2.9.Place food product stock range according to fixtures, ticketing, prices or bar codes. 2.10.Rotate food product stock according to shelf life, use by dates, store procedures and legislative requirements. 2.11.Ensure food presentation complies with product handling requirements, techniques and legislative requirements. |
3. Prepare display labels and tickets. | 3.1.Prepare labels and tickets for window, wall or floor displays, display units or products according to store labelling and pricing policy. 3.2.Date code stock as required. 3.3.Identify soiled, damaged, illegible or incorrect labels and tickets and take corrective action. 3.4.Identify late mark downs and reductions and ticket according to store policy. 3.5.Use and maintain electronic ticketing equipment according to design specifications. |
4. Place, arrange and display price labels and tickets. | 4.1.Ensure labels and tickets are visible and correctly placed on merchandise according to legislative and store requirements. 4.2.Replace labels and tickets according to store policy. 4.3.Maintain correct pricing and clear information on products according to store procedures and legislative requirements. |
5. Maintain food displays. | 5.1.Reset and dismantle special promotion areas. 5.2.Select food items for display as required. 5.3.Arrange products as directed and according to layout specifications, load-bearing and load limit capacity of fixtures and display or storage units. 5.4.Identify, reset or remove unsuitable or out of date displays as directed. 5.5.Identify optimum stock levels and replenish stock according to store policy. 5.6.Maintain display areas in a clean and tidy manner. 5.7.Remove excess packaging from display areas. |
6. Protect food items. | 6.1.Identify and use correct handling, storage and display techniques according to food characteristics and legislative requirements. 6.2.Change food handling implements when handling different products according to legislative requirements and store procedures. 6.3.Identify and use implements for handling products according to legislative requirements and store policy. 6.4.Regularly change medium in which serving equipment is stored, to prevent contamination. 6.5.Wrap and package products to prevent deterioration according to legislative requirements and store procedures. 6.6.Identify fragile or expensive stock and handle with extra care to prevent damage or deterioration. 6.7.Identify and maintain correct temperatures for menu items according to legislative requirements and store procedures. 6.8.Maintain and clean work areas, storage areas and display units according to store procedures. 6.9.Regularly check storage and display units to ensure products are kept at recommended temperatures. 6.10.Report temperature irregularities to appropriate personnel without delay. |