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 SITHCCC205, 'Produce cook-chill and cook-freeze foods'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Produce cook-chill and cook-freeze foods' 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
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. Select ingredients.
1.1 Confirm food production requirements from food preparation list.
1.2 Calculate ingredient amounts according to requirements.
1.3 Identify and select ingredients from stores according to recipe, quality, freshness and stock rotation requirements.
1.4 Check perishable supplies for spoilage or contamination prior to preparation.
2. Select, prepare and use equipment.
2.1 Select equipment of correct type and size.
2.2 Safely assemble and ensure cleanliness of equipment before use.
2.3 Use equipment safely and hygienically according to manufacturer instructions.
3. Portion and prepare bulk ingredients.
3.1 Sort and assemble bulk ingredients according to the sequencing of food production.
3.2 Weigh and measure wet and dry bulk ingredients according to the recipe and quantity of bulk food items required.
3.3 Minimise waste to maximise profitability of food items produced.
4. Cook and portion bulk food items.
4.1 Produce food using cookery methods to achieve desired product characteristics.
4.2 Follow standard recipes and make food quality adjustments within scope of responsibility.
4.3 Maintain optimum quality of food for cook-chill and freeze processes.
4.4 Cook food to specified temperatures for cook-chill and cook-freeze production and within safe tolerances for microbiological change.
4.5 Portion food items to minimise waste and maximise yield and profitability of food.
5. Chill food and store under refrigeration.
5.1 Use blast and water bath chilling methods to chill foods and meet time and temperature standards.
5.2 Maintain the quality of food throughout the chilling process.
5.3 Select appropriate containers for storage and label and code clearly.
5.4 Store food dynamically using first in–first out methods.
5.5 Meet time and temperature standards for storage to minimise spoilage according to food safety procedures and standards.
5.6 Continually monitor storage temperatures to avoid food spoilage.
6. Package, freeze and store cooked food.
6.1 Select appropriate containers for freezer storage and label and code clearly.
6.2 Meet time and temperature standards for freezer storage to minimise spoilage according to food safety procedures and standards.
6.3 Freeze food in batches, according to food safety procedures and standards, allowing each freezing cycle to be completed.
6.4 Place food items in appropriate storage once the freezing cycle and labelling is complete.
6.5 Continually monitor freezer temperatures to avoid food spoilage.
7. Transfer cook-chill and cook–freeze foods.
7.1 Safely transfer food from production kitchen to service areas and outlets by refrigerated transport or insulated containers.
7.2 Check and record temperature levels at despatch and receipt.
7.3 Protect food from dangerous temperatures during the transfer process.