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 SITHCCC309, 'Work effectively as a cook'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively as a cook' 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. Organise and prepare for food service or production. | 1.1 Determine and calculate commodity quantities and determine requirements for quality and style according to recipes and specifications. 1.2 Prepare a job checklist for food that is clear, complete and appropriate to the situation. 1.3 Liaise with other team members about menu requirements and job roles. 1.4 Develop and follow a work schedule to maximise efficiency, taking into consideration roles and responsibilities of other team members. 1.5 Complete food organisation and preparation according to different food production and service requirements. |
2. Cook and present menu items for food service or production. | 2.1 Select and use appropriate commercial equipment to produce menu items. 2.2 Cook menu items according to menu type and service style, using appropriate cookery methods. 2.3 Adjust menu items and ingredients to meet special requests or dietary requirements of customers. 2.4 Produce menu items to meet customer expectations of quality, appeal of presentation and timeliness of delivery. 2.5 Work cooperatively as part of a kitchen team and delegate tasks appropriately. 2.6 Follow workplace safety and hygiene procedures according to organisation and legislative requirements. 2.7 Maintain cleanliness and tidiness of the work environment. |
3. Complete end of shift requirements. | 3.1 Complete end of shift procedures according to organisational practices. 3.2 Store food items appropriately to minimise food spoilage, contamination and wastage. 3.3 Participate in post-shift debrief or handover. |