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 SITHASC012A, 'Select, prepare and serve specialised Asian cuisines'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Select, prepare and serve specialised Asian cuisines' 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 | ||
1 | Identify the key characteristics of a specialised Asian cuisine. | 1.1 | Select commodities and other ingredients used in specialised Asian cuisine. |
1.2 | Identify commodities and other ingredients in the original language and English. | ||
1.3 | Identify and follow key characteristics of the cuisine and associated service, according to enterprise and customer requirements and expectations. | ||
2 | Prepare, set up and maintain workstations for specialised cuisines. | 2.1 | Set up work areas, including all specialised equipment, according to layout, menu requirements and OHS requirements. |
2.2 | Assemble equipment and utensils according to cuisine and enterprise requirements. | ||
2.3 | Carry out routine care and maintenance tasks according to enterprise practice and other requirements. | ||
3 | Prepare ingredients for menu items. | 3.1 | Prepare ingredients according to recipe specifications. |
3.2 | Select, prepare and portion ingredients to correct recipe specifications and cuisine requirements. | ||
3.3 | Use any precision cutting techniques according to specifications and recipes. | ||
3.4 | Prepare, portion and store marinades and velveting mixtures. | ||
3.5 | Prepare sauces and flavourings according to enterprise practice and cuisine requirements. | ||
4 | Cook and produce specialised menu items. | 4.1 | Use cookery methods required for menu items within a specialised cuisine. |
4.2 | Produce items for a menu in the required sequence and timeframes, using specialised techniques required. | ||
4.3 | Blend and modify flavours according to the food item and recipe specifications. | ||
4.4 | Control temperatures during all stages of cooking. | ||
4.5 | Follow food hygiene and OHS procedures. | ||
5 | Present cooked food. | 5.1 | Select crockery and other serviceware appropriate in size, colour and shape, observing any traditional requirements within cuisine. |
5.2 | Present menu items attractively without drips or spills, for maximum customer appeal. | ||
6 | Store and reconstitute cooked menu items. | 6.1 | Select storage methods and conditions to retain taste, appearance, eating characteristics, shelf life and customer appeal. |
6.2 | Follow storage requirements under food hygiene and safety principles. | ||
6.3 | Reconstitute and reheat specific, pre-prepared menu items under correct conditions, at the correct temperature and for the required time. | ||
7 | Follow safe workplace practices. | 7.1 | Carry out all tasks in sequence and according to safety instructions and requirements. |
7.2 | Observe food hygiene and OHS requirements associated with all equipment and facilities according to legislative requirements. | ||
7.3 | Maintain a clean and tidy work area according to health requirements. | ||