Australis Institute of Technology and Education

Assessment 1

SITHCCC006 Prepare appetisers and salads

SIT30816 - Certificate III in Commercial Cookery

Version 1.1

25 George St, Parramatta NSW 2150

Phone: +61 2 9633 1222 Email: info@australisinstitute.nsw.edu.au
Web: http://www.aite.edu.au
ABN:17120701911 | RTO ID:91630 | CRICOS ID:03173K
Assessment Information
This unit describes the performance outcomes, skills and knowledge required to prepare
appetisers and salads following standard recipes. It requires the ability to select and prepare
ingredients, and to use relevant equipment and cookery and food storage methods.

To achieve competency in this unit learner must provide evidence of the ability to complete
tasks outlined in elements and performance criteria of this unit

● follow standard recipes for dishes that demonstrate use of each of the following
ingredients:
● bread and bakery items
● condiments
● dairy products
● dressing ingredients
● dry goods
● eggs
● farinaceous products
● frozen goods
● fruit
● herbs and spices
● meat
● poultry
● seafood
● vegetables
● follow standard recipes to prepare the following appetisers and salads:
● appetisers:
● antipasto
● canapés
● hors d’oeuvres
● tapas
● salads:
● classical
● modern
● cold
● warm
● fruit
● use at least four of the following cookery methods and complete mise en place activities
when preparing the above dishes:
● baking
● boiling
● blanching
● frying
● grilling
● poaching
● roasting
● steaming
● prepare the above dishes for at least six different customers:
● within commercial time constraints and deadlines
● reflecting required quantities to be produced
 ● following procedures for portion control and food safety practices when handling and
storing different food types
● responding to special customer requests and dietary requirements.

To achieve competency in this unit learner must demonstrated knowledge required to

complete the tasks outlined in elements and performance criteria of this unit:

● culinary terms and trade names for ingredients commonly used in the production of
different appetisers and salads
● contents of stock date codes and rotation labels and their implication for food quality
standards
● characteristics of different appetisers and salads:
● appearance and presentation
● classical and contemporary variations
● freshness and other quality indicators
● nutritional value
● service style
● taste
● texture
● quality indicators for appetisers and salads
● cookery methods for appetisers and salads
● dressings, sauces and garnishes for salads
● mise en place requirements for appetisers and salads
● appropriate environmental conditions for storing appetiser and salad products to:
● ensure food safety
● optimise shelf life
● safe operational practices using essential functions and features of equipment used to
produce appetisers and salads.
Assessment Conditions
Skills must be demonstrated in an operational commercial kitchen. This can be
● a simulated industry environment, such as a training kitchen servicing customers
For assessment learners have access to:
● fixtures and large equipment:
● commercial:
● blenders and food mills
● planetary mixers
● commercial grade work benches (1.5 m/person)
● designated area for dry goods and perishables
● commercial ovens with trays (one per two persons):
● commercial refrigeration facilities:
● cool room and/or fridge
● freezer
● deep-fryer
● designated storage areas for dry goods and perishables
● double sink
● gas, electric or induction stove tops (two burners per person)
● hot plate or griddle
● microwave
● salamander or other form of griller (one per four persons)
● slicing machine
● small equipment:
● baking sheets and trays
● containers for hot and cold food
● cutting boards
● food handler gloves
● graters
● juicers
● knife sharpening equipment
● sharpening steels and stones
● knives:
● bread knives
● chef knives
● palette knives
● utility knives
● measurers:
● metric calibrated measuring jugs
● measuring spoons
● portion control scoops
● mortar and pestle
● oven mitts
 ● pots and pans
● sauce bottles
● salad spinners
● scales
● scoops, skimmers and spiders
● sets of stainless steel bowls
● service-ware:
● platters, dishes, and bowls
● cutlery and serving utensils
● small utensils:
● flour and drum sieves
● peelers, corers and slicers
● strainers and chinois
● scrapers
● spatulas
● pastry brush
● tongs and serving utensils
● whisks:
● fine stainless steel wire
● coarse stainless steel wire
● spoons:
● large plain and slotted metal spoons
● ladles in a variety of sizes
● wooden spoons
● steamers
● temperature probes
● thermometers
● cleaning materials and equipment:
● cleaning cloths
● commercial cleaning and sanitising agents and chemicals for cleaning commercial
kitchens, equipment and food storage areas
● dustpans and brooms
● garbage bins and bags
● hand towel dispenser and hand towels
● mops and buckets
● separate hand basin and antiseptic liquid soap dispenser for hand washing
● sponges, brushes and scourers
● tea towels
● organisational specifications:
● equipment manufacturer instructions
● mise en place lists, menus and standard recipes
● current commercial stock control procedures and documentation for ordering,
monitoring and maintaining stock
● ordering and docketing paperwork
● food safety plan
● guidelines relating to food disposal, storage and presentation requirements
● safety data sheets (SDS) for cleaning agents and chemicals
● diverse and comprehensive range of perishable food supplies for commercial cookery or
catering operations as specified in the performance evidence
● industry-realistic ratios of kitchen staff to customers; these can be:
● staff and customers in an industry workplace during the assessment process; or
 ● individuals who participate in role plays or simulated activities, set up for the purpose
of assessment, in a simulated industry environment operated within a training
organisation.

There are 2 Assessments for this unit

1. Knowledge Test-In class Activity test

Learners will be working in class to finish Knowledge Test. Learner should refer to learning
resources and any other information they have such as handouts, textbooks available in the
classroom etc. Learners can discuss the activities with assessor in order to make full and
satisfactory responses. All the work should be completed by using Microsoft word. All
activities must be completed to gain Satisfactory results in this assessment. Assessor will
supervise learners, while they will finish these activities in class. There will be different session
in computer lab to work on this assessment.

2. Practical Task:
The purpose of this practical task will help to demonstrate the performance outcomes, skills
and knowledge required to prepare appetisers and salads following standard recipes.

Performance required
● complete all of the Knowledge Questions in Assessment 1
● complete all of the actions in Assessment 2
● For Assessment 2 Attach the copy of your Observation Check Sheets
● your responses to the questions must be relevant, accurate and specific
● your work must be in your own words
● where you use an external source of information, you must provide citation.

Please be aware that your Assessor is here to provide you with the necessary support
throughout the assessment process. If you have questions, then contact them for guidance

Assessment Outcomes
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires
more training and experience).

Assessor will be marking learner against a competency checklist to ensure learner have met
the requirements of each of the relevant competencies. These competency checklists are
marked as Satisfactory (S) or Not Satisfactory (NS). The final outcome of the unit will be
“Competent” or “Not Yet Competent”. Learner is required to attempt all questions. Learner
is advised that they are likely to be asked to personally demonstrate their assessment work
to their trainer to ensure that the relevant competency standards are being met. Learner will
be provided with feedback throughout the course to check their progress.

Assessment and appeals

Learner work will be assessed against the performance criteria outlined on this results sheet
to ensure you have met the requirements. Learner must put his/her name and learner ID
number on the cover sheet and make sure it is returned with Learner work. Learner will be
provided with the opportunity to make his/her own comments and sign the cover sheet along
with assessor if Learner agrees on the result.

Should Learner be deemed not satisfactory by his/her assessor and require re-assessment
learner will be informed of the process. If the learner feel the decision made by his/her
assessor was not correct please refer to your learner handbook for information on the
assessment appeals process and the steps you are required to undertake to lodge an appeal.
ASSESSEMENT 1- KNOWLEDGE QUESTIONS
INCLASS ACIVITIES

Activity 1

Think about your workplace, which is a commercial kitchen; discuss what you look at to
confirm food production requirements? Also, discuss the meaning of mise en place (PC-1.1)

food production requirements:

Deadlines (time take to prepare or reheat a dish)
Portion control (for cooking and serving lunch or dinner serves ect)
Quantities to be produced
Special customer requests (no sauce, medium rare, cream on the side etc)
special dietary requirements (no salt, nut free, gluten free, vegetarian etc)
Step by step procedures
Ingredients required
Preparation and cooking methods required
presentation standards and techniques

Mise en place is a French culinary phrase which means "putting in place" or "everything in its
place"

Activity 2

It is very important to calculate ingredients amounts correctly as accordance with

requirements, do you agree, Discuss why? In addition, which factors affects ingredients
selection? (PC-1.2)

Most chefs do measure, and when they don't, it is because they have been cooking a long
time. They understand the amounts of ingredients they are adding because they started out
measuring. This is the primary reason you should measure - because you will learn about
cooking better.

factors affect ingredients selection:

Biological determinants such as hunger, appetite, and taste.

Economic determinants such as cost, income, availability.
Physical determinants such as access, education, skills (e.g. cooking) and time.

Activity 3

List examples of appetiser and salad ingredients, which you collect from stores according to
recipe, quality, freshness and stock rotation requirements. Also, discuss how would you
identify and select them. (Pc-1.3)

Learners may discuss following examples of appetiser and salad ingredients:

Appetizer: shrimp cocktail, calamari, salad, potato skins, mussels, bruschetta or cheese and
crackers.

Salad: Common raw vegetables (in the culinary sense) used in a salad include cucumbers,
peppers, tomatoes, onions, carrots, celery, radishes, mushrooms, avocado, olives, artichoke
hearts, heart of palm, watercress, parsley, garden beets, and green beans. Nuts, berries,
seeds, and flowers are less common components.

When selecting ingredients from store the staff must know which the correct ingredients are
and whether the selected ingredients are fresh and of good quality. Quality end products are
reliant on quality ingredients. For this reason, suppliers should be carefully selected to ensure
reliability, consistency and quality of the raw product. The staff can also check by visually,
check use-by-date and best-by-dates of dry and wet, perishable and other ingredients.

Activity 4

What is first in first out, discuss importance of FIFO.

FIFO means First in first out this principle must be followed that means that old stock must be
moved to the front of the shelving on which it is placed, and new stock placed at the back. It
may mean that existing stock must be taken off the shelf to enable new stock to be stacked
behind it. This applies to frozen, perishable or dry goods. In this manner you ensure that the
old stock is used first, before it become stale or outdated or before it presents a health risks
to customers.

Activity 5

Look at the following examples of different kitchen equipment has and discuss their usage.
(PC-2.1)

Deep-fryer A type of kitchen utensil that can be used to heat cooking oils
(fats) so foods can be completely covered in hot oil to be fry
cooked, also referred to as "deep fat fried".
Chef's knife A modern chef's knife is a multi-purpose knife designed to
perform well at many differing kitchen tasks, rather than
excelling at any one in particular. It can be used for mincing,
slicing, and chopping vegetables, slicing meat, and disjointing
large cuts.
Whisk Used to blend ingredients smoothly or to incorporate air into the
mixture
Food processor Used for chopping, slicing, shredding, pureeing, mixing
Sharpening stone Used for sharpening knife (generally chef’s knife).
Boning knife Used to bone and clean raw meat and poultry
Activity 6
Before using any equipment in commercial kitchen, it is very important to know how to
assemble it, do you agree discuss why? Discuss importance of safely assembling the
equipment and ensuring cleanliness. (Pc-2.2)

All businesses must ensure that their equipment is used and maintained correctly to reduce
the risk of accidents or damage to health and to meet health and safety requirements. Under
health and safety law, employers have a duty to minimise risks to employees. Electrical and
mechanical equipment may have several parts that need to be assembled (put together)
correctly in order to work safely and effectively. This equipment also needs to be
disassembled (taken apart) correctly after you have used it so it can be cleaned and stored.
Moving parts, exposed blades, and nip points are the major hazards of working with kitchen
equipment (such as mixers, mincers, processors, and slicers). Cuts, bruises, fractures, and
amputations to hands can occur from mincing or cutter plates, and rotating blades. It's
important to keep knives, wooden spoons, spatulas, tongs, and the like clean to help stop
bacteria spreading to food. It's especially important to wash them thoroughly after using
them with raw food, because they could spread bacteria to other food.

Activity 7

Give some examples of electrical equipment, which you use in commercial kitchen. Discuss
the important point you must keep in mind, while using kitchen equipment. Also why you
need to follow manufacturer instructions? (Pc-2.3)

• Refrigerators and Freezers

• Ice-makers
• Display freezers
• Display food warmers
• Grills
• Microwaves
• Broilers
• Food processors and slicers
Manufacturer instructions provide us with technical information that can help form a risk
assessment, that will then allow us to develop suitable controls and wear protective
equipment to protect us against the hazards associated to a machine or equipment.

Activity 8

It is very important to sort and assemble ingredients according to recipe and food production
requirements. What will be the implications if you do not sort or assemble ingredients? (Pc-
3.1)
Activity 9

What problems could you have if you don’t measure, weigh and count the ingredients
correctly according to recipe? Also briefly discuss the importance of portion control. (PC-3.2)

Weighing your goods also makes it easier for the company to reduce waste. Because a
company can consistently weigh their product before packaging and shipping they are able
to find out where they are losing materials and goods. This can save the company and the
customers money over time.
Portion control is necessary for a business for presentation, consistency and costing. Too
much food might make the plate look over crowded and messy and too little will leave the
customer unhappy and unsatisfied. The cost of the menu item has been determined from the
standard recipe and costs incurred in making the item. If portions are larger than what was
set in the standard recipe then the enterprise will reduce its profit margin on the menu item.
Food style, service and quality of food service must be designed to meet the customer’s
needs. If these needs are not met and customers do not perceive that they are receiving value
for money, they will make their future food purchases from your competitors.

Activity 10

While preparing salads in commercial kitchen you use different cuts, briefly discuss at least
three precision cuts, which you use to prepare salads and appetisers. (PC-3.3)

 Brunoise: Brunoise is a culinary knife cut in which the food item is first julienned and then
turned a quarter turn and diced again, producing cubes of about 3 mm or less on each side,
or 1/8-inch dice. In France, a "brunoise" cut is smaller, 1 to 2 mm on each side, or 1/16-inch
dice.
 Batonnet: The batonnet (pronounced bah-tow-NAY) is basically creating a rectangular
stick that measures 1/2 inch × 1/2 inch × 2 1/2 to 3 inches. It is also the starting point for
another cut, the medium dice
 Paysanne: Paysanne is a French term that is used to describe the way vegetables are cut.
They are usually cut very thin and cut in the form of the vegetable being cut. For example
carrots may be cut very thin and circles as the carrot is
 Chiffonnade: Chiffonade' is a slicing technique in which leafy green vegetables such as
spinach, sorrel, or Swiss chard, or a flat-leaved herb like basil, are cut into long, thin strips.
This is accomplished by stacking leaves, rolling them tightly, then slicing the leaves
perpendicular to the roll.
 Activity 11

Describe the methods to reduce waste and discuss the importance of controlling waste. (PC-
3.4)

The 10 ways in which we can minimise waste and maximise profitability are:

• Accurately forecasting customer numbers

• Handling and using the right quantities of food in the correct manner
• Making sure that perishable foods are not left out at room temperature for long
periods of time.
• Ensuring that customer orders are accurately heard and transposed
• Making sure that customers receive what they ordered
• Using the appropriate cookery methods for each dish
• Portion control
• Using the right products/ for each dish
• Using fresh, quality products.
• Following suitable stock rotation procedures – using older stock first (first in, first out).

One of the bigger reasons to reduce waste is to conserve space in our landfills and reduce the
need to build more landfills which take up valuable space and are a source of air and water
pollution. By reducing our waste, we are also conserving our resources.

Activity 12

While you work in commercial kitchen, most of the times you would be responsible for
preparing salads and appetisers, list and discuss the suitable cookery methods to prepare
salads and appetisers. (PC-4.1)

 blanching
 frying
 grilling
 roasting
 steaming

Activity 13

While working in commercial kitchen, you prepare different salads, list at least five of them,
what ingredient you use and which dressing you use. Why do we use dressings.(Pc-4.2)
Types of salads Production steps Dressing garnishes Service vessels
used
Warm beetroot, Soak chickpeas overnight, Olive oil Rosemary Housewarming
asparagus and then drain and set aside. Party
chickpea salad
Preheat oven to 200ºC.

Chop garlic and rosemary

(leaving aside 2 small
pieces of rosemary).

Trim beetroots, leaving

5cm of stalk and roots
intact.

Place beetroots on foil,

sprinkle with garlic and
rosemary, and spray
lightly with oil.

Fold foil to make a packet

and roast for 45 minutes
or until beetroots are
tender.

Remove packet from oven

and set beetroots aside to
cool.

Meanwhile, boil chickpeas

in fresh water for half an
hour, then drain and set
aside.

Blanch asparagus in
boiling water for 2
minutes, then cut spears
into 5cm pieces.

Slice onion thinly. Trim

and peel beetroot and cut
into bite-size wedges.

Toss chickpeas, asparagus

and onion with olive oil,
then add beetroot.

Place into 2 bowls,

sprinkle salads with pine
nuts, garnish each with a
sprig of rosemary and
serve.
Warm Salad of Preheat your oven to Miso Red chilli Buffet
Roasted Kale, 425°F/220°C. dressing Party
Coconut, and
Tomatoes Halve the tomatoes and
place them on a baking
tray with some salt and
pepper, a good drizzle of
olive oil, the zest of both
limes, and the juice of
one. Roast for 20 minutes
until blistered and golden.

Next, pile the kale on to a

baking tray with the
coconut. Pour over the
soy sauce and toss well
until everything is coated.
Roast in the oven with the
tomatoes for the last 5 to
10 minutes of their
cooking time, until crisp.

Meanwhile, mix all the

dressing ingredients
together in a bowl with
the juice of the second
lime. Taste and add a little
more seasoning or lime
juice if needed, letting
your taste buds guide
you—remember the
dressing will be less
punchy once it hits the
salad. Pull the kale and
tomatoes out of the oven
and transfer to a big bowl.
Toss with the miso
dressing, adding a little at
a time and tasting as you
go, and serve still warm.
Warm Alfresco Preheat the oven to 190C. Balsamic Bread Buffet
Duck Salad Remove duck breasts glaze stick Fine dining
from packaging and pat appetizers
duck breasts dry with Party
paper towel. Score the
skin in a diagonal pattern
and season with salt and
pepper.
Heat a frying pan until
you can feel moderate
heat coming off it. Place
the duck skin side down
for 5 minutes, or until the
skin is golden. Turn the
duck over for 2 minutes’
skin side up.
 Remove the duck from
the pan and place in a
roasting tray. Cook in the
oven for 8-10 minutes, or
until pink in the middle.
Let the duck breast rest
for at least 5 minutes
before slicing into it.
Toss the rocket leaves,
fennel, pear and feta
together in a large salad
bowl. Place tossed salad
onto a serving platter.
Place the grapes, apple
juice, balsamic glaze and
olive oil into the frying
and simmer 3 -4 minutes.
Season with salt &
pepper.
Thinly slice the duck
breast and lay decoratively
over the salad, spoon over
the grapes and dressing,
serve with thinly sliced
bread stick.

Activity 14

While making salads and appetisers following standard recipes, you would be making some
adjustments to fulfil the requirements. What can be these adjustments? (Pc-4.3)

types of adjustments that may be made to food.

Taste

Temperature

Texture

Activity 15

Once you have prepared salads and appetisers, next step is to present them properly, list all-
important points, which you would keep in mind while presenting. (PC-5.1, 5.2)
taste:
 bitter
 salty
 sour
  sweet
 umami
temperature:
texture:
 clean
 creamy
 crispy
 crunchy
 fibrous
 moist
 mousse
 rich
 slippery
 smooth
 velvety.

Activity 16

Once a dish is ready to go and you visually evaluate it, many times you make adjustments in
presentation, what can be those adjustments? (Pc-5.3)
changing accompaniments and garnishes to maximise eye appeal:
• balance
• colour
• contrast
changing plated food for practicality of:
• customer consumption
• service
• wiping drips or spills

Activity 17

One important job, while working in a commercial kitchen involves storing food items such as
salads and appetisers at appropriate environmental conditions. What can be those
environmental conditions? (Pc-5.4)

 atmosphere
 humidity
 light
 packaging
 temperature
 use of containers
 ventilation.
 ASSESSMENT MAPPING & TASK RECORD SHEET
Trainer to indicate “S” or “NS” Needs
Improvements
Did the learner
Assessment 1st 2nd
S / NS
ELEMENT PERFORMANCE CRITERIA Task
mapping

1. Select Confirm food production Activity 1

ingredients. requirements from food
1.1
preparation list and standard
recipes.
Calculate ingredient amounts Activity 2
1.2
according to requirements.
Identify and select appetiser Activity 3,4
and salad ingredients from
1.3 stores according to recipe,
quality, freshness and stock
rotation requirements.
Check perishable supplies for
1.4 spoilage or contamination prior
to preparation.
2. Select, prepare Select type and size of Activity 5
and use 2.1 equipment suitable to
equipment. requirements.
Safely assemble and ensure Activity 6
2.2 cleanliness of equipment
before use.
Use equipment safely and Activity 7
2.3 hygienically according to
manufacturer instructions.
3. Portion and Sort and assemble ingredients Activity 8
prepare 3.1 according to food production
ingredients. sequencing.
Weigh and measure ingredients Activity 9
3.2 and create portions according
to recipe.
Clean and cut salad ingredients Activity 10
3.3 using basic culinary cuts
according to quality standards.
 Minimise waste to maximise Activity 11
3.4 profitability of food items
prepared.
4. Prepare Select and use relevant cookery Activity 12
appetisers and 4.1 methods for salads and
salads. appetisers.
Prepare sauces and dressings Activity 13
4.2
according to recipe.
Follow standard recipes and Activity 14
4.3 make food quality adjustments
within scope of responsibility.
5. Present and store Present dishes on appropriate Activity 15
appetisers and
5.1
service ware.
salads.
Add dips, sauces and garnishes Activity 15
5.2 according to standard recipes
and regional variations.
Visually evaluate dish and Activity 16
5.3
adjust presentation.
Store dishes in appropriate Activity 17
5.4
environmental conditions.
Clean work area, and dispose of
or store surplus and re-usable
by-products according to
5.5
organisational procedures,
environmental considerations,
and cost-reduction initiatives.
 Assessment Feedback

Assessor’s Name

Date of assessment

Assessments Learner Result

Assessment 2 □ Satisfactory □ Not Satisfactory □ Not Completed

Feedback to student:

Is re-assessment required?  Yes  No

Re- Submission 1 S  NS Date

Re-Submission 2 S  NS Date

Assessor signature: Date:

Student signature: Date: