Teacher guide
Kitchen Operations 409
SIT20307 Certificate II in Hospitality (Kitchen operations)
From the Tourism, Hospitality and Events Training Package
flexiblelearning.net.au/Toolbox
Flexible Learning Toolboxes, National VET E-learning Strategy, © Commonwealth of Australia (Department of
Industry, Innovation, Science, Research and Tertiary Education (DIISRTE), 2012.
With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade
mark and where otherwise noted, all material presented in this document is provided under a Creative Commons
Attribution-ShareAlike 3.0 Australia (http://creativecommons.org/licenses/by-sa/3.0/au ) license.
Table of contents
Introduction ................................................................................................................. 1
Getting started delivering e-learning ........................................................................... 2
Getting you started ............................................................................................. 2
How to install the Toolbox ................................................................................... 2
Preparing to use the Toolbox .............................................................................. 2
Computer and technical requirements......................................................................... 4
Hardware ............................................................................................................ 4
Software.............................................................................................................. 4
Customisation ............................................................................................................. 5
Online teaching strategies ........................................................................................... 6
Social networking ................................................................................................ 6
Preparing the learners to use the materials ........................................................ 7
Implementing successful Toolbox delivery.......................................................... 7
Providing support ....................................................................................... 7
Tasks and discussion board activities ........................................................ 8
Literacy and numeracy ............................................................................... 8
Qualification and competencies .................................................................................. 9
Employability Skills ............................................................................................. 9
Target audiences ...................................................................................................... 11
Teachers/trainers/facilitators ............................................................................. 12
Business mentors ............................................................................................. 12
Toolbox structure and design .................................................................................... 13
Unit structure .................................................................................................... 13
Key features...................................................................................................... 14
Online communication ...................................................................................... 15
Communication tools ................................................................................ 15
Collaboration ............................................................................................ 15
Teaching and learning design ................................................................................... 16
Tasks and activities ................................................................................................... 18
SITHIND001A Develop and update hospitality industry knowledge .................. 18
SITHCCC001B Organise and prepare food ...................................................... 23
SITXOHS002A Follow workplace hygiene procedures ..................................... 29
SITHCCC004B Clean and maintain kitchen premises ...................................... 33
SITHCCC002A Present food ............................................................................ 38
SITHCCC003B Receive and store kitchen supplies ......................................... 40
SITHCCC005A Use basic methods of cookery ................................................. 44
SITHCCC006A Prepare appetisers and salads ................................................ 52
SITHCCC008A Prepare stocks, sauces and soups .......................................... 57
SITHCCC009A Prepare vegetables, fruit, eggs and farinaceous dishes .......... 62
SITHCCC010A Select, prepare and cook poultry ............................................. 67
Assessment strategies .............................................................................................. 70
Access, equity and indigenous Toolboxes ................................................................ 71
i
Getting help ............................................................................................................... 73
Where can I get more information? ................................................................... 73
How can I get support? ..................................................................................... 73
ii
Introduction
Welcome to the Certificate II in Hospitality Toolbox (Kitchen operations).
This Teacher guide will assist trainers and teachers wishing to use the Toolbox either in its
complete form, or as a source of learning components, in the development of their own
teaching programs.
The purpose of the Teacher guide is to show how the Toolbox resources can be effectively
used to assist in the delivery of a program. It is written in a non-prescriptive way, assuming
that the trainers will want to select aspects of the Toolbox, substitute others and customise
aspects for their own audience including learners with language, literacy and numeracy
needs.
These strategies will provide opportunities to maximize the learning experience through the
use of the Toolbox and take advantage of the collaborative learning environment that can be
achieved through facilitated discussion and information sharing amongst a group of learners.
1
Getting started delivering e-learning
Getting you started
If you are new to e-learning, we suggest you visit http://designing.flexiblelearning.net.au/
This site provides some answers to two big questions: What is e-learning? How do you do
it?
There are a number of resources that provide learning designs, learning materials, strategies
that come with downloadable guides. Some of the areas covered are:
1.
Get started in e-learning
2.
Explore e-technologies
3.
Plan an e-learning initiative
4.
Design an e-learning course
5.
Develop an e-learning plan.
How to install the Toolbox
To start using this CD-ROM:
Insert the Toolbox CD in your CD-ROM drive. In most cases the CD will automatically run, if
it doesn't then do one the following.

Using Windows Explorer (or your equivalent) double click on the CD-ROM icon to view
the files contained on the CD-ROM. Then double click on the file called ‘index.htm’ at
the root directory level.
or

Using your web browser, go to the ‘File’ menu and select ‘Open file’, browse to the
location of the CD-ROM and open the file 'index.htm' at the root directory level.
Preparing to use the Toolbox
As a workplace trainer or supervisor, it is important to set aside adequate time to familiarise
yourself with the Toolbox and its resources so you can properly support your learners.
Teachers have reported the greatest successes when they first familiarised themselves with
the Toolbox, integrating it with their course, developing student activities and additional
material and thus guiding the learners through using the Toolbox.
2
It is important to prepare to use the Toolbox. The following tips for trainers highlight
important information you should consider when introducing Toolboxes into your training:

Set aside adequate time to familiarise yourself with the Toolbox so you can properly
support your learners.

Internet sites change over time so make sure you check for broken links prior to using
the Toolbox.

Set realistic timeframes for implementation.

Integrate the Toolbox into your teaching delivery, just as you would any new teaching
resource.

Using a Toolbox is not about leaving learners alone to learn for themselves, but about
using a new medium as a part of an overall teaching delivery strategy.

If you choose to conduct group activities via discussion boards or wikis, you will need
to set up discussion threads/wiki headings prior to commencing the activity.

You may need to provide instructions to the learners on how to use communication
tools such as email, wiki, virtual conferencing or chat.
3
Computer and technical requirements
Nothing spoils a computer-based learning experience more than technical problems and
difficulties. On the opening screen of the Toolbox there is a link to system requirements.
Some users do not check this prior to using the Toolbox and discover they do not have the
required software installed on their computer, or that their computer does not meet the
minimum requirements. It is worth checking with your systems or IT coordinator.
However, Toolboxes are designed for a standard specification computer and Internet
connection eliminating many problems. You can help by making sure your learners have
checked their computer against the minimum specifications listed, and where necessary help
them to download required plugins. For your reference, below is a copy of the information
presented within that link from the home page.
Hardware
To use the learning material in this unit, learners will need a computer with the following
features:

IBM® compatible with a 1 GHz processor running Windows XP, Vista,
or

Apple Macintosh® with a 500 MHz processor running OSX v10.5 with:
-
512 MB of RAM
1024 x 768 pixel display
-
CD-ROM drive
-
Internet access
-
Sound card.
Software
Learners will also need the following software/plug-ins installed on their computer:

Internet Explorer 7.0 or above (http://www.microsoft.com/ )
or

Firefox 3.0 or above (http://www.mozilla.com/ )
or

Safari 3 or above (http://www.apple.com/ )

Microsoft® Word 97 or a similar word processing program to open and use
downloadable forms, checklists and worksheets.

Adobe® Flash Player 10. If you have not got this plug-in, you can download and install
the latest free version from: www.adobe.com

Adobe® PDF Reader 8.0 or above. If you have not got this plug-in, you can download
and install the latest free version from: www.adobe.com
Incorrect versions of these applications could result in information being shown in an
unreadable form or not shown at all.
4
Customisation
Toolboxes are designed to be customised. This is an important feature. Teachers are invited
to use parts of a Toolbox that compliment their training sessions and/or incorporate their own
materials into a Toolbox. There are a series of mini tutorials available on the Toolbox
website that may assist you in customising a Toolbox. These can be found at:
http://tle.tafevc.com.au/toolbox/access/search.do?paging.page=1&hier.topic=4553a4988801-c8ab-4a85-9ad266cd4cb0 If you require assistance with your customisation, please
contact the Toolbox Champion in your state. You will find a list of the Toolbox Champions in
the ‘Getting help’ section of this guide.
To customise resources in this Toolbox you will need software such as:

an HTML text editor such as Homesite®, BBEdit® or Adobe® Dreamweaver to edit
web pages. Alternatively, for a free downloadable text editor try Kompozer http://www.kompozer.net/download.php

a word processor such as Microsoft® Word to edit documents

if customisation of multimedia interactions is required, then the following applications
may be necessary:
Flash CS3
-
XML SPY or equivalent XML editing tool
-
Photoshop/Fireworks (or equivalent) for editing still images
SoundEdit16 (or equivalent) for editing sound content
-
Premiere (or equivalent) for editing video content.
Refer to the Technical guide for further information.
Please confirm the version of the Flash authoring environment used with your multimedia
developer.
5
Online teaching strategies
Teaching in an online environment focuses on facilitating and guiding the learner’s progress.
Learners have significant learning resources available to them in the Toolbox, in the
workplace and on the Internet. Helping learners to navigate this information and pinpoint the
relevant materials to meet performance criteria is the central role. It requires a clear
statement of learning objectives and regular feedback on learner progress.
Toolboxes are designed to encourage this learner collaboration and the activities are
customisable depending on requirements. It is the trainer’s decision how this collaboration
occurs. For example:
A trainer might set up a discussion board or online discussion forum around how to save
energy in the home. A start and finish date might be set for the discussion and a proportion
of final assessment weighted to participation. Learners may be notified of these
requirements by email as well as through an initial posting on the bulletin board. The bulletin
board (along with other tools) is a useful record of learner contributions for assessment
purposes.
Online discussions will only work if there is a sense of team collaboration, so it is important
that you consider how to develop this team environment. Throughout the tasks in this
Toolbox there are many opportunities for learners to communicate with their colleagues.
Below are some tips that could help you to set up and facilitate communication activities with
the learners:

You can use an online icebreaker in a computer training room or with learners who are
at different locations.

If you intend for your learners to collaborate online (using email, a learning
management system or a web discussion board) it is important to give them a chance
to get familiar with each other by using the medium, before they get down to the
serious part.

Set group projects based on the worksheets and journals.
Social networking
Every day your learners communicate with each other in new and different ways and emails
and bulletin boards are not always the preferred options. Mobile phones, text messaging and
creating and sharing media files (videos, graphics, podcasts) are other common forms of
communication that people currently use.
Social networking tools allow you to assist learners to network with other learners as they
complete Toolbox activities. For example, you can ask learners to create networks by:

reviewing Your guide to social e-learning for additional information and ideas
http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm

sharing their work in weblogs, for example writing in their own blog or sharing mobile
phone photos in moblogs (mobile weblogs)
6

collaborating with others to develop documents, for example using wikis to put
together a response to a problem

creating and sharing photos of their work using photo sharing software, for example
Flickr, www.flickr.com

creating and sharing bookmarks of sites they have found useful in research, for
example www.delicious.com

creating and sharing media files capturing their work, for example MP3s or video files

sharing their evidence for assessment in social networking spaces on the internet

sharing ideas and information via a virtual conference.
Preparing the learners to use the materials
It is recommended that you provide an orientation to the Toolbox in a practical, face-to-face
session with learners actually using the Toolbox.
Using a Toolbox is not about leaving learners alone to learn for themselves, but about using
a medium as part of an overall teaching delivery strategy.
Beside the resources that are located in the Toolbox, it is highly recommended that you refer
your learners to a range of other resources including textbooks, websites, video etc.
Implementing successful Toolbox delivery

Flexible delivery is not about leaving learners alone to learn for themselves, but about
using a new medium as a part of an overall teaching delivery structure that is well
defined. In an evaluation of Toolboxes, the overall message from teachers was that
‘structure means success’ and reflects their recognition that effort is required to
integrate the Toolbox into their teaching delivery – just like building any new teaching
resource.

Feedback from the same evaluation of Toolboxes suggested that orientation sessions
appeared to be a feature of the more successful trials. Providing orientation to the
Toolbox in a practical, face-to-face session with learners actually using the Toolbox is
clearly a key to a successful use. It provides a mixture of technical and pedagogical
assistance that aligns the Toolbox with the qualification and the course.
Providing support

It is important to plan ahead and obtain management support, set realistic timeframes
for implementation and gain support from the learner’s employer before introducing the
Toolbox.

Make sure that you are aware of legislation and regulations, which may impact on
flexible delivery of the Toolbox, for example learners working at home, traineeship
agreements, apprenticeship agreements and enterprise-based arrangements.
7

Establish whether your learners have completed any previous units online. This way
you can gauge how much support you will need to provide to coach learners in
development of online learning skills as well as the content in the units. You will
probably find learners require different levels of support. In the first few weeks get a
clear picture of how each learner is coping to enable early intervention.

If you manage a very large group of learners, create a sense of community online by
setting up study groups of four to eight students, all of whom begin the unit at more or
less the same time. This makes it easier for learners to gain the benefits of social
learning and to form networks and provide support to each other as they study.

Once you have set up the study group, facilitate an online icebreaker activity when
learners start the unit. You could include ideas for facilitating this activity within the
Teacher guide.

Plan ahead and be clear to your learners about which group work activities you expect
them to complete.
Tasks and discussion board activities

If you choose to include discussion board exercises, you will need to set up discussion
threads prior to commencing the activity. You will also need to advise learners of these
requirements if you have not included instructions in the Toolbox content.

You should also encourage learners to use the discussion board to ask for assistance
if they are unsure of where to find a resource. You may need to provide instructions to
the learners on how to use communication tools such as email, discussion board or
chat.

If you are delivering the program online, email will be the primary method of
communication with your learners, so ensure that you have a clear system of email
folders for managing the traffic.

Send emails to all learners with reminders of the tasks that should be completed, the
tasks in progress with reminders for times of chats or forums during that week. Alerting
learners to activities for which they should be undertaking individual learning
(eg in learning tasks and learning packs) prior to a group activity in the week to come
can also be helpful. You might comment on the quality of work in the preceding week
and provide tips and encouragement for the task at hand.

Be clear about timeframes by setting targets for learning. These can help you with your
‘online lesson’ planning. You will need to set frameworks so that learners know what to
do, and when to do it.

When learners are about to start an online group activity, send them an email with
instructions on what teams they will be in or whose job it is to start a round robin
activity. Do not presume learners will work it out.
Literacy and numeracy

Find out whether the learner will need literacy support to read the online material or
complete the exercises. Workplace supervisors are often aware of the literacy
difficulties of their employees, and often already have support mechanisms in place,
such as pairing the worker up with another person with better literacy skills.
8
Qualification and competencies
The Kitchen Operations Toolbox supports the Certificate II in Hospitality
(Kitchen operations).
The units of competency covered are:
Competency code
Competency name
SITHIND001A
Develop and update hospitality industry knowledge
SITXOHS002A
Follow workplace hygiene procedures
SITHCCC001B
Organise and prepare food
SITHCCC002A
Present food
SITHCCC003B
Receive and store kitchen supplies
SITHCCC004B
Clean and maintain premises
SITHCCC005A
Use basic methods of cookery
SITHCCC006A
Prepare appetisers and salads
SITHCCC007A
Prepare sandwiches
SITHCCC008A
Prepare stock, soups and sauces
SITHCCC009A
Prepare vegetables, eggs, fruit and farinaceous dishes
SITHCCC010A
Select, prepare and cook poultry
This Teacher guide has been developed to help you to use the Kitchen Operations Toolbox
to deliver the Certificate II in Hospitality (Kitchen operations).
It explains the types of activities and resources contained in the Toolbox and offers
suggested delivery strategies and opportunities for customisation to help you to maximise
the learning experience for your learners. This includes providing guidance on how to create
a collaborative learning environment through facilitating discussions and information sharing
amongst the group of learners.
For additional information on this qualification refer to the Training.gov.au website:

www.training.gov.au
Employability Skills
Employability Skills are sometimes referred to as generic skills, core skills, essential skills,
capabilities or key competencies. The Commonwealth of Australia defines them as ‘skills
required not only to gain employment, but also to progress within an enterprise so as to
achieve one’s potential and contribute successfully to enterprise strategic directions’.
(Employability Skills Summary, http://employabilityskills.training.com.au/index.php, accessed
14 January 2010).
9
You can access an Employability Skills Summary for your qualification. To search for an
Employability Skills Summary for the qualification supported by this Toolbox:
1.
Visit http://employabilityskills.training.com.au.
2.
Enter the qualification code (see screen shot below)
3.
If your qualification code has the Employability Skills mapped, a list of these will
appear on the next screen.
4.
If your qualification code is not supported, a message will appear advising this. You
will then need to identify which Employability Skills are covered in this Toolbox.
For examples of series 12 Toolboxes refer to:
-
12.04 – Electrotech (page 4)
http://toolboxes.flexiblelearning.net.au/series12/12_04.htm
-
12.05 – Timber (page 4)
http://toolboxes.flexiblelearning.net.au/series12/12_05.htm.
10
Target audiences
The target audience for online delivery of the selected units of competency from this
Certificate II in Hospitality Toolbox (Kitchen operations) consists of learners at the Australian
Qualifications Framework (AQF) levels 1 and 2. In particular, the catering and commercial
cookery sectors have been targeted, but some of the units of competency are valid across
the broader hospitality industry.
The ability to access online training will be particularly valuable to learners, such as trainees
in rural areas, who currently are required to travel to the cities to undertake ‘block release’
training. It will also be of benefit to trainees whose employers would prefer to have them
trained on the job. In these instances, one of the benefits to the employer will be that the
learner/trainee will be guided in the learning activities by the online training in tasks that fit
into the usual routines of the enterprise.
The ability to provide online training to be undertaken ‘on the job’, will open up opportunities
for training of staff for many hospitality enterprises that have previously found training to be
too far away, too expensive, and/or too generic for their needs.
Training at AQF levels 1 and 2 provides the foundation skills for the hospitality industry and
learners at this level are required to gain practical experience under supervision. It is
anticipated that online training for the selected units of competency will be undertaken by
registered trainees, apprentices and part-time students with employment in the hospitality
industry. Because of the practical nature of the units of competency, those students without
suitable industry employment would be required to secure a work experience placement or
have access to a simulated work environment for the duration of their period of study.
In recent years the hospitality industry, like many others in Australia, has entered the
computer age. Many restaurants and hotels are now computerised and have become
dependent on computers for word processing, payroll, GST, stock catalogues, invoicing and
many other tasks. Internet access is becoming more and more pervasive and while many
enterprises have their own web site, individuals now have an increasing number of options
for accessing the Internet, for example, at home, on the job, in a regional telecentre or local
library. The hospitality industry has embraced the introduction of handheld mobile computing
and these devices are becoming common in many busy restaurants, replacing the traditional
waiters pad. The next logical step is to provide hospitality training for their staff online.
11
Teachers/trainers/facilitators
The Toolbox will suit a range of delivery and assessment contexts, including:

workplace trainers working in a one-to-one or group training situation

vocational trainers and/or assessors in an educational or workplace setting who deliver
training, conduct assessments and issue qualifications

team leaders/supervisors and/or line managers who are involved in implementing
learning in the workplace and assessing its effectiveness

new practitioners, part-time or full-time, casual or sessional

NEIS scheme trainers

facilitators of online learning programs.
Business mentors
If learners have access to business mentors, mentors could be utilised in a variety of ways,
for example, some activities require learners to fill in worksheets. The worksheets could be
reviewed by the business mentor as an alternative to trainer feedback. Also, the mentors
could be used by individual learners to help complete activities requiring group discussion
or input.
12
Toolbox structure and design
Unit structure
All units in the Certificate II in Hospitality Toolbox (Kitchen operations) follow the same layout
and structure as detailed below. Although the pages within each section are designed to be
read sequentially, learners can go to any page using the back to home page button.
The learners can also navigate to any part of the resources section by using the menu at the
top on every page.
13
To progress in each topic, the page numbers at the bottom of the screen are used to change
between pages.
Key features
The Certificate II in Hospitality Toolbox (Kitchen operations) takes an activity and problembased approach to the delivery of online learning resources. Each unit in the Toolbox
presents teachers and learners with a series of learning activities mapped to performance
criteria for that unit of competency. Each activity is a discrete entity that can be completed
alone or in conjunction with other activities in that unit to form a meaningful learning
experience. All activities can be customised – they can be adapted by the online teacher for
different content and/or different delivery contexts – and are supported by a range of
learning support resources, including ‘online experts’, ‘online references’ and ‘virtual learning
environments’.
The online teacher and a workplace supervisor, support learners during the learning
activities. The online teacher provides feedback and remediation where appropriate and the
workplace supervisor oversees the learner's completion of workplace tasks outlined in the
activities.
Because there is a strong practical side to hospitality training, each activity has a workplace
component where learners are directed to complete a task or demonstrate a skill to their
supervisor.
The interface
To provide a relevant and authentic learning context, the activities and resources in this
Toolbox are located within a fictitious restaurant complex that includes an activity area, a
kitchen area, a store, an office and a cafe strip. This provides learners with a meaningful and
familiar environment in which tasks and activities occur.
Activity area
The activity screen has both top and bottom navigation. The top navigation uses icons to link
to the various parts of the restaurant complex, such as the kitchen and storerooms. The
bottom frame provides the activity navigation, allowing students to move through the pages
of the activity. The middle of this screen is devoted to the activity or scenario. Throughout
the activity, students will be directed/linked to other areas of the toolbox to find out the
information they need to complete the tasks. All technical terms have a link to the glossary.
The kitchen
The kitchen screen has a navigation bar at the top of the screen – this is represented as a
‘flat kitchen’, that is a series of preparation areas on a wall across the top of the screen
(ie a sink, a bench, a stove, a boiler, an oven, a chopping block). Students can click on the
relevant piece of equipment and will be transferred to that area of the kitchen. They will then
be able to access resources on the tasks performed in that area.
The store
The store screen can be navigated by a series of doors at the top of the screen leading to
the various storage areas (ie the cold room, the freezer, dry store, equipment store). Here
students will also meet Patrick, the store-man, who can advise students where they are likely
to find particular ingredients and/or items of equipment. The store person will also provide
information on safe handling techniques.
14
The office
The office screen can be navigated by a series of icons representing a typical office. In here,
students will find a filing cabinet of tasks, recipes, a bookshelf, a full glossary and be able to
access email and discussions. Students will also be introduced to Lenny, the Sous Chef,
who can provide advice on a variety of areas, such as health and hygiene and recipe
interpretation. Lenny is well experienced and has lots of stories (both good and bad) to relate
to students.
The cafe strip
The café strip provides a series of links to a range of different restaurants, from five-star to
fast food. Students can visit the venues and talk to a chef that works there. This venue
expert can then provide information on how things are done in a specific environment such
as policies, procedures, techniques and standards.
Activities
The Toolbox delivers a set of segregated activities for each unit of competency. Because
each activity is self-contained and independent of other activities, the online teacher can
order activities in ways that are most appropriate for their learners.
Each activity takes the form of a problem, task, incident or scenario. To complete the activity,
learners must engage with the task or problem and make use of learning support resources
where appropriate to help them accomplish the task. Hints are provided in the body of each
activity, directing learners to the most appropriate support resource they can use to help
them complete the activity. In addition, fictitious 'supervisors' or 'fellow workers' guide
learners through the completion of each activity by providing advice and suggestions where
appropriate.
Online communication
Communication is an integral part of the learning experience promoted by the Certificate II in
Hospitality Toolbox (Kitchen operations).
Communication tools
Where appropriate in activities, learners are encouraged to post responses to tasks or
questions to discussions (bulletin board) or to submit their work to the online teacher for
evaluation and feedback. Moreover, some activities will take a discursive slant, asking
learners to contribute to a discussion topic and to discuss the topic with their peers and
online teacher.
Collaboration
Given that this Toolbox has been designed for flexible delivery, collaborative activities will be
offered in the Teacher guide as alternatives to existing activities or as tasks that can
supplement the activity. The online teacher has the option of replacing an activity or one
aspect of an activity with a collaborative task. For more information, refer to the Activity
guide for each unit of competency in this Teacher guide.
15
Teaching and learning design
The Certificate II in Hospitality Toolbox (Kitchen operations) has been designed so that the
online teacher or training organisation can customise it for different contexts of delivery.
These contexts may be influenced by factors such as industry sector (eg five star versus fast
food), training setting (eg hotel kitchen versus hospital kitchen) and individual learning styles
(recognition of current competencies and different learning contexts).
Customisation can occur on the following levels:

Task/problem – the online teacher can change or adapt the focus and parameters of
a task or problem. Worksheets have been saved as rich text format (RTF) and can
easily be edited using a word processing package.

Content – content delivered within activities and in learning support resources can
also be customised. For example, the teacher can readily add to the bank of resources
located in the kitchen or add anecdotal comments by the resident experts.

Images – photos and diagrams can be replaced with images more suitable to the
industry sector, region or local environment.

Interactions – most interactions in this Toolbox can be customised. This includes
customising the problem or scenario, questions, and feedback. Refer to the Activity
guide for each unit of competency for more details on customising interactions.
To customise resources, you will need to edit the HTML files using an HTML editor such as
Dreamweaver, Front Page, Homesite, or even a text-based editor such as Wordpad. Some
interactions are designed using JavaScript, a language used to create interactive web
pages. Anyone with a working knowledge of JavaScript can edit these interactions.
Some interactions have been built in Shockwave and Flash. These interactions cannot be
customised and have therefore been kept to a minimum. However, they can be deleted or
completely replaced if they do not suit the target audience.
Workplace activities
A major strength of this Toolbox is that it integrates online learning with workplace activities.
These activities are to be completed by the student in the workplace under the guidance of
their workplace supervisor. In most cases a record of these activities will be kept on a
downloadable work sheet. This work sheet will then be:

signed off by the workplace supervisor

sent to the online teacher

and the original kept in the student’s logbook file, to be available to the workplace
assessor when they visit.
16
Assessment
Assessment in the Certificate II in Hospitality is workplace-based, hence its implementation
is outside the scope of resources offered in this Toolbox. The organisation of workplace
assessment is the responsibility of the learner's registered training organisation (RTO) and
their online teacher, in collaboration with the learner's workplace supervisor.
Some activities will require the student to complete a worksheet and have it signed off by
their workplace supervisor. The RTO may decide whether or not to accept this logbook as
evidence of the student’s competency.
Resources
Students will need access to a computer with an Internet browser capable of supporting
Shockwave and the Shockwave plugin installed. Students will also need access to a printer
to print workplace activity worksheets.
Teacher’s role
You should read through each activity first in order to become familiar with the types of
questions students may ask. Further information on the role of the teacher appears in the
breakdown of each activity.
Customisation
All of the activities can be modified to reflect specific industry or organisational standards in
terms hygiene and/or preparation techniques. The scenarios and images can be customised
to reflect events or situations relevant to the workplace.
17
Tasks and activities
This section provides information about the activities for each of the eight units of
competency covered in the Toolbox.
SITHIND001A Develop and update hospitality industry knowledge
Unit description
This unit describes the performance outcomes, skills and knowledge required to develop and
update current and emerging information on the hospitality industry, including industry
structure, current technology and key environmental, community, legal and ethical issues
that must be considered and applied by hospitality industry personnel in their day-to-day
work. The unit focuses on the ability to source and comprehend general hospitality industry
information and covers the initial and ongoing development of a person's required
knowledge base. This information underpins effective performance in the hospitality industry.
More specialised and advanced hospitality research and management knowledge is found in
other units.
There are no prerequisites required for this unit.
Elements of competency
Nominal hours: 25
Source and apply general information on the structure and operation of the hospitality
industry:

Identify sources of information to understand the structure and operation of the
hospitality industry.

Access and comprehend specific information of relevance to the hospitality industry.

Access and use knowledge of the hospitality industry to enhance the quality of work
performance.
Source and apply information on legal and ethical that impact on the hospitality industry:

Obtain information on legal and ethical issues to assist effective work performance.

Conduct day-to-day hospitality industry activities according to legal obligations and
ethical industry practices.
Source and apply information on hospitality industry technology:

Source and access information on current and emerging technologies that impact on
hospitality operations.

Identify the potential effects of different technologies on the hospitality operations

Apply knowledge of current and emerging technology in day-to-day work activities.
18
Update personal and organisational knowledge of the hospitality industry:.

Identify and use a range of opportunities to update knowledge of the hospitality
industry.

Monitor current issues of concern to the industry.

Share updated information with colleagues, according to organisational procedures,
and incorporate into day-to-day work activities.
Activity guide
There are four activities in this unit:

Researching the hospitality industry

Hospitality and tourism

Working in the hospitality industry

Legislation in the hospitality industry.
Activity 1 – Researching the hospitality industry
Outline
Number of pages: 8
In this activity, students will learn about the hospitality industry.
By the end of this activity, they should have a good understanding of:

what the hospitality industry is

departments within the hospitality industry

how to research the industry

sharing knowledge with colleagues and customers.
This activity should also provide the ability to keep knowledge of the industry up to date
throughout their careers.
In this activity, students are required to:

post a message to Discussions

complete a one page report

submit the report.
Teacher’s role
This activity asks students to post a message to the discussion board about a recent event
in the hospitality industry. As the online teacher, you should monitor the discussion board
and provide appropriate feedback on student submissions. In this case, you should be sure
students communicate their message appropriately and clearly.
19
Students are also required to complete a one page report. You should ensure students
submit the report, give them any extra guidance they may need, and check that they have
submitted references with the report.
Alternative approaches
You may like to make the report in this activity more relevant to your students’ area of study.
A tour of the library with specific research tasks may also be of assistance to students.
Specific tasks for students to use the web and journals may also help their understanding of
these methods. Give them a research topic and ask them to prepare a talk so that they can
share their findings with other students.
A visit to a hotel complex would be an advantage so that students can see first hand the way
departments in the industry interact with each other.
Activity 2 – Hospitality and tourism
Outline
Number of pages: 7
In this activity, students will look at the tourism industry and its relationship with the
hospitality industry.
This activity takes the form of a scenario in which students will need to help Robert do
research for the restaurant.
During this activity, they will be asked to:

post a message to Discussions

write a research report

submit the research report.
Teacher’s role
In this activity, students are required to post a message to Discussions with three statistics
from the Australian Tourism website. You should check the messages and ensure students
are posting different statistics and correct ones.
Students are also required to complete a one page report. You should ensure students
submit the report, give them any extra guidance they may need and check that they have
submitted references with the report.
20
Alternative approaches

Arrange student industry visits to various enterprises in major sectors of the hospitality
and tourism industry:
-
Students critically appraise industry links from the perspective of each enterprise.
-
Students consider links between each enterprise and others.

Arrange visitors from various industry sectors to take part in, either panel discussion,
open forum discussion, or lecture situation. Visitors might include personnel from
restaurants, hotels and institutions.

Arrange visits from experts in fields related to employment in hospitality, for example
union organiser, employer representative and environmental health officer.
Activity 3 – Working in the hospitality industry
Outline
Number of pages: 6
This activity looks at career opportunities in the hospitality industry.
By the end of this activity, students should be aware of:

the different careers available in the industry

industry expectations of hospitality workers

attributes that employers look for

quality assurance within the industry.
This activity should help students seek and maintain jobs throughout their hospitality career.
In this activity, students will be required to:

submit five job advertisements

post a message to Discussions on industry expectations

post a message to Discussions on quality assurance.
Teacher’s role
In this activity, students are required to submit job advertisements. You should check that
these are appropriate and give them feedback on the jobs they have chosen.
Students are also required to post messages to Discussions. You should give them
feedback on these messages and check they are answer the questions appropriately.
21
Alternative approaches

Arrange student industry visits to various enterprises in major sectors of the hospitality
and tourism industry:
-
Students critically appraise industry links from the perspective of each enterprise.
-
Students consider links between each enterprise and others.

Arrange visitors from various industry sectors, to take part in either panel discussion,
open forum discussion, or lecture situation. Visitors might include personnel from
restaurants, hotels and institutions.

Arrange visits from experts in fields related to employment in hospitality, for example
union organiser, employer representative and environmental health officer.
Activity 4 – Legislation in the hospitality industry
Outline
Number of pages: 7
In this activity, students will be updating and developing knowledge of the hospitality industry
in relation to working conditions, legal obligations and environmental requirements.
After completing this activity, they should have a good knowledge of the legislation that
affects the hospitality industry. They should also be able to access information to keep up to
date throughout their career.
During this activity, students will be required to:

post an article to Discussions

write a research report

submit the report.
Teacher’s role
This unit is detailed in regards to legislation, so students may need a bit of guidance in
finding information in this area. Make sure they submit the one page report and that they
cover enough information.
Students are also required to submit a message to Discussions, you should give them
feedback on this.
Alternative approaches

Arrange visitors from various industry sectors, to take part in either panel discussion,
open forum discussion, or lecture situation. Visitors might include personnel from
restaurants, hotels, and institutions.

Arrange visits from experts in fields related to employment in hospitality, for example
union organiser, employer representative and environmental health officer.
22
SITHCCC001B Organise and prepare food
Unit description
This unit describes the performance outcomes, skills and knowledge required to organise
and prepare a variety of foods within the kitchen of a hospitality or catering operation.
It requires the ability to use general food preparation techniques, contribute to the
organisation's profitability through effective resource use and to minimise negative
environmental impacts by reusing resources, recycling and using safe methods for disposing
of kitchen waste.
The term 'organising and preparing food' is also referred to as 'mise en place' and includes
basic preparation prior to serving food, which may involve cooking components of a dish but
does not include the actual presentation.
This unit underpins effective performance in commercial cookery.
This unit must be assessed after the following prerequisite unit:

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 20
Select prepare and use equipment:

Select knives and equipment of the correct type and size for the job, and ensure that it
is clean, safely assembled and ready before use. Use equipment correctly, safely and
hygienically.
Assemble ingredients for menu items:

Identify and obtain ingredients according to standard recipes, recipe cards or
enterprise requirements.

Assemble ingredients according to the correct quantity, type and quality required.
Prepare food items:

Prepare food items required for menus according to correct weight, amount and
number of portions.

Clean, peel and prepare vegetables and fruit as required for menu items.

Prepare dairy products required for menu items, ensuring they are correctly handled.

Measure, sift where appropriate, and use dry goods as required for menu items.

Correctly handle all food items according to food safety procedures and the handling
requirements for particular types of food.

Prepare food items in the required form and timeframe.
23
Portion food ingredients:

Select and use suitable knives and equipment for food portioning.

Portion food ingredients accurately, according to size, weight and required menu
items.

Store prepared and portioned foodstuffs according to food safety procedures and the
storage requirements for particular types of food.
Contribute to profitability:

Use the designated quantity, weight and portions of ingredients to minimise wastage
and maximise profitability of meals prepared.

Prepare the correct amount of food items according to expected numbers of customers
to minimise wastage and maximise profitability of meals prepared.
Activity guide
There are four activities in this unit:

Prepare for a function

Reading and understanding recipes

Preparing dairy and dry goods

Preparing meat, seafood and poultry.
Activity 1 – Prepare for a function
Outline
Number of pages: 11
In this activity, your students learn the kitchen basics and the principles of ‘mise en’ place.
This includes:

working cleanly and safely

selecting kitchen tools

selecting and preparing vegetables

basic cutting techniques.
During this activity, students will be asked to:

complete a series of workplace activity worksheets

have their workplace supervisor sign the completed activity worksheet

submit the signed and completed worksheet.
This activity takes the form of a scenario set in a restaurant kitchen. As a trainee in the
kitchen, the student is asked to help prepare for a function.
24
Teacher’s role
Students are required to complete a series of two worksheet activities. The first requires
students to identify the types of kitchen equipment used in their workplace or training
environment. The second asks student to demonstrate a series of basic vegetable
preparation techniques. As facilitator you should ensure that students have safe access to
suitable equipment, and a range of commodities to practice on.
Students are required to complete and submit both worksheets to the online teacher.
You should provide feedback on these worksheets as appropriate.
Alternative approaches
This activity has a strong practical component and works well in a training kitchen or
simulated workplace. Students could be asked to demonstrate a series of preparation
techniques for specific recipes and or circumstances. Preparing minestrone soup is an
excellent way of exploring the different vegetable cuts.
There is also an opportunity in this activity to organise field trips to other commercial
kitchens and/or hospitality equipment providers.
Activity 2 – Reading and understanding recipes
Outline
Number of pages: 11
In this activity, students learn how to read, understand and interpret recipes and basic fruit
preparation. The topics covered include:

selecting and preparing fruit

basic fruit cutting techniques

how to read a recipe

how to adjust a recipe.
During this activity, students are asked to:

post an article to the discussion board

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet.
This activity takes the form of a scenario in a commercial kitchen in which students are
asked to help prepare for a function.
25
Teacher’s role
Students are required to post a message to the discussion board and complete a worksheet
activity on fruit preparation. Some students may have difficulty with the technology, so as a
teacher, you may need to encourage students to participate.
Students are required to complete and submit the worksheet to the online teacher on basic
fruit cuts. You may need to provide suitable tools and commodities for students to complete
this task. In addition you will need to ensure that students follow the correct health, safety
and hygiene regulations.
Alternative approaches
Students could be asked to demonstrate a series of preparation techniques for specific
recipes and or circumstances. Students could be asked to prepare a fruit platter for a buffet
in order to demonstrate competency.
A good collaboration exercise is to ask students to bring in three or four of their favourite
recipes or menus and then explain what it is they like about the particular dish.
There is an opportunity here to visit restaurants cafes and other catering industries to see
how they operate and function.
Activity 3 – Preparing dairy and dry goods
Outline
Number of pages: 9
In this activity, students learn about preparing, storing and identifying dairy and dry goods.
The topics covered include:

selecting cheeses

selecting dry goods

coatings and batters.
During this activity, students are asked to:

complete a series of workplace activity sheets

prepare a cheese platter for a buffet or table service

prepare clarified butter

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet.
This activity takes the form of a scenario in a commercial kitchen in which the student is
asked to help prepare for a function.
26
Teacher’s role
As part of the worksheet activities, students are asked to complete a cheeseboard/platter for
a function or a buffet. Students will need to be provided with a range of cheeses and tools for
this task.
Students are also required to prepare some clarified butter. It may be necessary to induct
students on the use of the stove and other necessary equipment for this task.
Alternative approaches
Students could be asked to do some research on the Internet or in the library on the different
types of cheese. A visit to the local market is another way to research cheeses and dairy.
A good group discussion and team building exercise is to ask students to put together a
cheese board in which all students bring in some cheese to share, and then explain what it is
they like or dislike about the different cheese varieties.
Where possible a tour of the storerooms is a useful way to help students get to know about
the different types of dry goods and how they should be handled.
A practical demonstration of crumbing or battering is also a possibility. Students could be
asked to set up efficient crumbing stations and practice crumbing techniques.
Activity 4 – Preparing meat seafood and poultry
Outline
Number of pages: 13
In this activity, students learn how to read, understand and interpret recipes and basic meat,
seafood and poultry preparation. The topics covered include:

identifying and preparing meat

selecting and preparing fish

selecting and preparing poultry.
During this activity, students are asked to:

visit a fish market

post an article to the discussion board about their market visit

complete a workplace activity sheet on preparing meat and poultry

submit the signed and completed activity sheet.
This activity takes the form of a scenario in a commercial kitchen in which students are
asked to help prepare for a function.
27
Teacher’s role
Students are required to visit a fish market and post a message to the discussion board
about the visit. This can be done individually or you may choose to organise a group
excursion. Remind students that if they are visiting a fish market independently then they
should visit during the quiet times. They might want to phone the proprietors first and make
an appointment. You should be prepared to offer suggestions to students of some good
markets to visit.
Students will be asked to demonstrate a variety of fish, meat and poultry preparation
techniques as part of the worksheet for this unit. As a teacher you may need to organise a
suitable workspace in the kitchen and some commodities for students to practise on. It is
expected that students will follow the correct health, safety and hygiene regulations.
Alternative approaches
As facilitator, you might want to organise some practical demonstrations of basic butchering
techniques and possibly a visit to a commercial butcher. Alternatively you could try organise
a guest presenter.
A good group discussion exercise could be to encourage students to discuss different moral,
ethical and cultural opinions on meat and meat preparation. Some topics for consideration
include halal and kosher foods, and humanitarian treatment of shellfish.
28
SITXOHS002A Follow workplace hygiene procedures
Unit description
This unit describes the performance outcomes, skills and knowledge required to apply good
hygiene practices within a range of service industry operations. It requires the ability to follow
predetermined procedures, identify and control simple hazards and take particular hygiene
measures to ensure the non-contamination of food and other items that might put customers,
colleagues and self at a health risk.
There are no prerequisites for this unit.
Elements of competency
Nominal hours: 15
Follow hygiene procedures and identify hygiene hazards:

Access and follow hygiene procedures and policies correctly and consistently
according to organisation and legal requirements to ensure health and safety of
customers and colleagues.

Identify and report poor organisation practices that are inconsistent with hygiene
procedures.

Identify hygiene hazards that may affect the health and safety of customers,
colleagues and self.

Take action to remove or minimise the hazards within scope of individual responsibility
and according to organisation and legal requirements.

Promptly report hygiene hazards to appropriate person for follow up where control of
hazard is beyond the scope of individual responsibility.
Report any personal health issues:

Report any personal health issues that are likely to cause a hygiene risk.

Report incidents of food contamination that have resulted from the personal health
issue.

Do not participate in food handling activities where there is a risk of food contamination
as a result of the health issue.
Prevent food and other item contamination:

Maintain clean clothes, wear required personal protective clothing and only use
organisation-approved bandages and dressings to prevent contamination to food.

Ensure that no clothing or other items worn contaminate food.

Prevent unnecessary direct contact with ready to eat food.

Do not allow food to become contaminated with any body fluids or tobacco product
from sneezing, coughing, blowing nose, spitting, smoking or eating over food or food
preparation surfaces.

Maintain the use of clean materials and clothes and safe and hygienic practices to
ensure that no cross-contamination of other items in the workplace occurs.
29
Prevent cross-contamination by washing hands:

Wash hands at appropriate times and follow hand washing procedures correctly and
consistently according to organisation and legal requirements.

Wash hands using appropriate facilities.
Activity guide
There are two activities in this unit:

Understanding kitchen hygiene

Monitoring hygiene risks.
Activity 1 – Understanding kitchen hygiene
Outline
Number of pages: 12
In this activity, your students learn the essentials of workplace hygiene.
This includes:

uniform requirements

hand washing procedures

washing up

garbage disposal

legal requirements.
During this activity, students will be asked to:

post an article to discussions

complete a workplace activity worksheet

have their workplace supervisor sign the completed activity worksheet

submit the signed and completed worksheet to their online teacher.
Teacher’s role
Students are required to complete a worksheet activity. This requires students to assume the
role of a health inspector and carry out an inspection of the premises where they work.
Students are required to complete and submit the worksheet to the online teacher.
This activity also asks students to post a message to the discussion board about the
different preparation techniques they practiced in this unit.
As the online teacher, you should monitor the discussion board and provide appropriate
feedback on student submissions.
30
Alternative approaches
As the teacher, you could guide your students through a series of case studies that relate to
the content, especially with concern to breaches of hygiene. Another approach may be to
introduce scenarios using hypothetical case studies, workshop problem identification and
problem solving, and managing contingencies.
Assignment in groups or individually, create an induction booklet for new employees
outlining enterprise procedures and standards in regard to various personal environmental
and food hygiene related topics. Students could also create poster/s designed to encourage
the use of positive behavior (such as washing hands, correct storage of food, avoiding cross
contamination,etc).
Students workshop planning of cleaning program for hypothetical, real or simulated premises
including schedule, rosters and products. These may include responding to contingencies.
Students may respond well to visits to other premises to discuss hygiene issues with the
proprietor, supervisors and staff. Ask students to prepare a list of questions to ask these
people prior to the trip. You may also like to invite a local environmental health officer for
discussion and engage in a workshop.
31
Activity 2 – Monitoring hygiene risks
Outline
Number of pages: 11
In this activity, your students learn how to identify hygiene risks in the workplace and
preventative measures they can take to avoid these from occurring.
This includes:

how food poisoning is caused

types of bacteria and the conditions which promote their growth

cross-contamination

safe food handling and storage temperatures

the HACCP system

the importance of reporting hygiene risks.
During this activity, students will be asked to:

complete two workplace activity worksheets

have their workplace supervisor sign the completed activity worksheets

submit the signed and completed worksheets to their online teacher.
Teacher’s role
Students are required to complete a series of two worksheet activities. The first requires
students to answer questions about food hazards and safe food handling practices. The
second asks students to demonstrate their understanding of the HACCP system.
Students are required to complete and submit both worksheets to the online teacher.
Alternative approaches
The content of this unit is largely theoretical and may require some unusual tactics in order
for students to understand these concepts and commit them to memory.
Students could be asked to conduct a library or resource search on a range of topics,
eg food poisoning, food spoilage, safe storage of foods, safe transport of foods, personal
hygiene, environmental hygiene, food hygiene and spore forming bacteria.
Encourage students to use various ways of vocally structuring factual material that must be
committed to memory including creating songs, poetry, scenarios or stories – factual or
otherwise. For example, it is difficult for students to learn and remember names of bacteria
and their habits.
Students may respond well to visits to other premises to discuss hygiene issues with the
proprietor, supervisors and staff. Ask students to prepare a list of questions to ask these
people prior to the trip. You may also like to invite a local EHO for discussion and engage in
workshops.
32
SITHCCC004B Clean and maintain kitchen premises
Unit description
This unit describes the performance outcomes, skills and knowledge required to clean and
maintain kitchens, and food preparation and storage areas in commercial cookery or
catering operations. It requires the ability to set up cleaning equipment and to safely clean
premises and equipment using resources efficiently to reduce negative environmental
impacts.
This unit must be assessed after the following prerequisite unit:

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 10
Clean, sanitise and store equipment:

Select and prepare suitable wet and dry cleaning agents and chemicals according to
relevant manufacturer and OHS and environmental requirements.

Clean and sanitise equipment and utensils according to manufacturer instructions and
without causing damage.

Store or stack cleaned equipment and utensils safely and in the designated place.

Use cleaning equipment safely and according to manufacturer instructions.

Assemble and disassemble cleaning equipment in a safe manner.

Store cleaning equipment safely and correctly in the designated position and area.
Clean and sanitise premises:

Follow cleaning schedules correctly.

Use chemicals and equipment correctly and safely to clean and sanitise walls, floors,
shelves and other surfaces.

Clean and sanitise walls, floors, shelves and working surfaces without causing
damage to health or property.

Follow procedures in the event of a chemical accident according to enterprise policy
and procedures.

Sort linen and safely remove it according to enterprise procedures.
Reduce negative environmental impacts:

Use energy, water and other resources efficiently when cleaning premises to reduce
negative environmental impacts.

Safely dispose of all waste, especially hazardous substances, to minimise negative
environmental impacts.
33
Activity guide
There are two activities in this unit:

Cleaning products

Maintaining clean premises.
Activity 1 – Cleaning products
Outline
Number of pages: 10
Keeping kitchen equipment clean is vitally important in the hospitality industry.
In this activity the students will learn about:

choosing the correct cleaning agent for the task at hand

using the correct cleaning method for different kitchen equipment

cleaning major and minor equipment following correct procedures

storing equipment correctly.
During this activity, students will be asked to:

post a summary and answers to questions on the discussion board

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
Note: This activity takes the form of a scenario set in a restaurant kitchen. As a trainee in the
kitchen, the student is given the task of becoming familiar with the chemicals, cleaning
procedures, and safety practices followed in an establishment.
Teacher’s role
Students are required to complete one activity sheet. This requires students to select and
use, in a safe manner, the correct cleaning and sanitising chemicals for a variety of kitchen
equipment. They also must show that they are following safe work practices when it comes
to handling and storing chemicals and equipment.
Students are required to complete and submit the activity sheet to the online teacher.
This activity also asks students to post a message to the discussion board about the various
chemicals found in cleaning and sanitising products.
As the online teacher you should monitor the discussion board and provide appropriate
feedback on student submissions.
34
Alternative approaches
This activity has a strong practical component and works well in a training kitchen or
simulated workplace. Students could be asked to demonstrate a series of cleaning and
sanitising techniques for specific circumstances.
Students can collect data sheets from suppliers on equipment and chemicals, and consider
applications within a workplace.
Get students to explain the process of cleaning specific equipment, including underpinning
health, hygiene, safety and security aspects, in addition to demonstrating their cleaning
skills.
Have students develop a cleaning schedule.
Implement a work placement program that gives students experience in different commercial
kitchens.
Invite various guest speakers, such as chemical representatives, equipment suppliers,
occupational health and safety (OHS) representatives, to talk to students on health, safety
and environment issues.
The students can be organised to visit different establishments.
As cleaning and sanitising agents are emphasised in this unit, it would be valuable for them
to carry out a detailed analysis of the environmental impact of such chemicals.
35
Activity 2 – Maintaining clean premises
Outline
Number of pages: 9
Cleaning, sanitising, disposing of waste and looking after linen may not be glamorous jobs
but they all play important roles in every commercial kitchen. In this activity, you will learn
how to clean and sanitise premises as well as dispose of waste and look after linen.
It involves:

developing and following a cleaning schedule

cleaning walls, floors, shelves and working surfaces

following first aid procedures when there is a chemical accident

sorting and disposing of waste according to hygiene regulations and establishment
practice

sorting and removing linen according to hygiene regulations and establishment
practice.
During this activity, students will be asked to:

post a summary of first aid procedures to the discussion board

complete a workplace activity sheet on:

-
cleaning schedules
-
handling waste and linen
submit the signed and completed activity sheet to your online teacher.
Note: This activity takes the form of a scenario set in a restaurant. As a trainee in the
kitchen, the student is shown how to construct a cleaning schedule to guide them in cleaning
walls, floors, shelves and working surfaces. The scenario also involves handling linen and
disposing of waste.
Teacher’s role
Students are required to complete a two-part activity sheet. The first part of the activity
requires students to examine the different chemicals and procedures used to clean walls,
floors, shelves and working surfaces. From this they are to devise a cleaning schedule.
The second part covers handling linen and waste disposal in a safe and hygienic manner.
Students are required to complete and submit the activity sheet to the online teacher.
This activity also asks students to post a message to the discussion board about the first aid
procedures to follow if an accident occurs when handling a variety of cleaning and sanitising
products.
As the online teacher you should monitor the discussion board and provide appropriate
feedback on student submissions.
36
Alternative approaches
This activity has a strong practical component and works well in a training kitchen or
simulated workplace. Students could be asked to demonstrate a series of cleaning and
sanitising techniques for specific circumstances.
Students can collect data sheets from suppliers on equipment and material safety data
sheets for chemicals, and consider applications within a workplace.
Get students to explain the process of cleaning specific equipment, including underpinning
health, hygiene, safety and security aspects, in addition to demonstrating their cleaning
skills.
Have students develop a cleaning schedule.
Implement a work placement program that gives students experience in different commercial
kitchens.
Invite various guest speakers, such as chemical representatives, equipment suppliers, OHS
representatives, to talk to students on health, safety and environment issues.
The students can be organised to visit different establishments.
As cleaning and sanitising agents are emphasised in this unit, it would be valuable for them
to carry out a detailed analysis of the environmental impact of such chemicals.
37
SITHCCC002A Present food
Unit description
This unit deals with skills and knowledge required to efficiently and professionally plate,
present and serve food in a commercial kitchen or catering operation. It may include the
presentation of food for Asian cuisines.
This unit must be assessed after the following prerequisite unit:

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 6
Prepare food for service:

Identify foods for menu items.

Arrange sauces and garnishes to enterprise requirements for specific dishes.
Portion and plate food:

Ensure that sufficient supplies of clean, undamaged crockery are available at
temperatures appropriate to food being served.

Portion food correctly according to enterprise policies and/or standard recipes.

Plate food and present neatly and attractively, without drips or spills, to the enterprise
requirements for the specified dish, taking into consideration:

-
eye appeal
colour and contrast
-
temperature of food and service equipment
-
classical and innovative arrangement styles.
Serve food to be displayed in public areas in appropriate serviceware at the correct
temperature, in an attractive manner, without drips or spills and giving attention to
colour.
Work in a team:

Demonstrate good teamwork with all kitchen and food service staff to ensure timely,
quality service of food.

Organise and follow a kitchen routine for food service to maximise food quality and
minimise delays.

Maintain a high standard of personal and work-related hygiene practices.
38
Activity guide
There is one activity in this unit:

Presenting food.
Activity 1 – Presenting food
Outline
Number of pages: 12
In this activity your students learn the importance of presentation and teamwork and its role
in a commercial kitchen.
Topics covered include:

Plating and portioning food

Using sauces, garnishes and accompaniments

Presenting food for customers

The importance of working as a team.
During this activity, students will be asked to:

post a message to the notice board on the importance of team work

complete a workplace activity worksheet on plating and presenting food

have their workplace supervisor sign the completed activity worksheet

submit the signed and completed worksheet.
Teacher’s role
Students need to practice plating and presenting food for this unit and will need access to a
variety of plates and meals to practice with. You will need to monitor the notice board for
postings on teamwork and give feedback accordingly.
Students are required to complete a worksheet to the online teacher. You should provide
feedback on this worksheet as appropriate.
Alternative approaches
This activity lends itself very well to teamwork and group discussions. You may want
students to bring in a magazine picture of a nicely presented meal and then as a team vote
on the most effective presentations.
There is also opportunity in this activity to organise field trips to cafes to compare different
service styles.
39
SITHCCC003B Receive and store kitchen supplies
Unit description
This unit describes the performance outcomes, skills and knowledge required to receive and
store supplies in commercial cookery or catering operations. It focuses on the general stock
handling procedures required for food and kitchen related goods.
Supplies refer to all perishable and non-perishable goods received from both internal and
external suppliers and maintained within a stock control system.
This unit must be assessed after the following prerequisite unit:

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 10
Take delivery of supplies:

Check all incoming supplies against specifications, orders and delivery documentation
taking into account quantity, size, weight, quality and freshness, in accordance with
enterprise procedures and regulatory requirements.

Identify and record information about the supplier, any temperature checks
undertaken, any variations and discrepancies and report them to the appropriate
person.

Inspect supplied items for damage, quality, use-by dates, breakages or discrepancies
and record details according to enterprise policy and regulatory requirements.

Manage excess stock appropriately, according to enterprise policy.
Store supplies:

Transport supplies to appropriate storage area promptly, ensuring that stock is
protected from loss, contamination, spoilage, temperature abuse and pests according
to OHS and food safety procedures.

Store supplies in appropriate storage area, ensuring compliance with enterprise
procedures, food safety program, and regulatory requirements for temperature,
ventilation and sanitation.

Record supply levels accurately and promptly according to enterprise procedures and
regulatory requirements.

Label supplies according to enterprise procedures.
40
Rotate and maintain supplies:

Rotate supplies according to enterprise policy.

Move and shift supplies according to safety and hygiene requirements.

Check the quality of supplies and complete reports as required.

Dispose of damaged or spoiled supplies according to enterprise and regulatory
requirements.

Safely dispose of all excess or spoilt stock and waste, especially hazardous
substances, to minimise negative environmental impacts.

Identify and report any problems promptly.

Maintain storage areas in optimum condition, ensuring that they are clean, at required
temperature, free from vermin or infestation and free from defects.
Activity guide
There are two activities in this unit:

Storing and rotating stock

Ordering and receiving stock.
Activity 1 – Storing and rotating kitchen supplies
Outline
Number of pages: 11
In this activity, students will learn how to store and rotate stock.
This includes:

classifying commodities and storing stock correctly

organising stock so that older stock is used first

labelling stock for ease of identification.
During this activity students are required to:

post an article to Discussions

complete a workplace activity sheet

have your workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a restaurant store.
41
Teacher’s role
Students are required to complete a worksheet activity on identifying and storing
commodities. As a facilitator you should ensure that students have safe access to suitable
equipment, and a range of commodities to practice on.
Students are also required to post a story to discussions about their own experiences in
dealing with food that has been incorrectly stored in the home. While this can be seen as a
fun activity, it also reminds students of the importance of proper food storage.
As the online teacher, you should provide feedback on discussions and worksheets as
appropriate.
Alternative approaches
This activity has a strong practical component and works well in a training kitchen or
simulated workplace. The activity includes a ‘virtual tour’ of the storerooms at Jacob’s.
Organising a real tour of a commercial kitchen would be an excellent way to give students
exposure to the storeroom environment. Students could also be given the task of creating a
floor plan for a storeroom/delivery area for their own restaurant.
Simulated stock receiving situations could be constructed, in which students are given a
variety of real commodities and then asked to classify and properly store these items.
Activity 2 – Ordering and receiving stock
Outline
Number of pages: 7
In this activity, students will learn how to order and receive stock. This includes:

following ordering and receiving procedures

identifying the paperwork associated with ordering and receiving stock

how to place an order

checking the quality and quantity of incoming stock.
During this activity, students are required to:

complete an order form for Levi Imports

submit the completed order form to your online teacher

complete a workplace activity sheet on ordering and receiving stock

have your workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a restaurant store.
42
Teacher’s role
In this activity, students will have access to a variety of sample forms typical of those used in
a commercial kitchen. Students will be required to complete a fictitious order form for Levi
Imports. As online teacher you will need to provide appropriate feedback on the
completed form.
Students are also required to complete a worksheet demonstrating that they can correctly
identify various stock forms. As facilitator you should ensure that students have access to
the appropriate forms.
Alternative approaches
This activity provides students with electronic samples of common stock control forms.
However, it is recognised that forms will differ from organisation to organisation and students
should be given exposure to a variety of different forms where possible.
Students can be assigned the task of doing a stock-take/audit of existing stock in which they
need to check stock quantities and use by dates.
Students could also be asked for their responses to various hypothetical situations.
For example, a patron feeling ill after eating some fish and then having to determine if the
fish was off prior to delivery or was stored incorrectly and what measures could be
implemented to prevent it happening again.
43
SITHCCC005A Use basic methods of cookery
Unit description
This unit describes the performance outcomes, skills and knowledge required to use a range
of basic cookery methods to prepare menu items for the kitchen of a hospitality or catering
operation. The unit underpins effective performance in all other cookery units.
This unit must be assessed after the following prerequisite units:

SITHCCC001B Organise and prepare food

SITHCCC002A Present food

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 45
Select and use cooking equipment and technology:

Select appropriate equipment or technology for particular cooking methods.

Use equipment hygienically, safely and in accordance with manufacturer's instructions.
Prepare and cook food using basic methods of cookery:

Use various cookery methods to prepare dishes to enterprise standard including:
-
boiling
-
poaching
steaming
-
stewing
-
braising
-
roasting
baking
-
grilling
-
shallow frying
deep frying
-
stir fry
-
pan frying.

Calculate correct quantities and ratios of commodities for specific cookery methods.

Complete cooking process in a logical and safe manner.

Identify problems with the cooking process promptly and take corrective action.

Prepare dishes using a range of methods and current technology within acceptable
enterprise and customer timeframes.

Work co-operatively with kitchen and front-of-house colleagues to ensure timely
preparation of dishes.
44
Activity guide
There are five activities in this unit:

Getting to know your equipment

Boiling and poaching

Braising, stewing and steaming

Deep and shallow frying

Oven and microwave cooking.
Activity 1– Getting to know your equipment
Outline
Number of pages: 9
In this activity, your students will learn about cookery and how and why different methods
are applied. They will also look at some of the large-scale equipment that you find in a
commercial kitchen such as:

ovens

grills

steamers

microwaves.
Students will also learn about the different methods of cookery used with these pieces of
equipment.
During this activity, your students will be required to:

complete a large scale equipment activity sheet

submit the completed and signed activity sheet to your online teacher.
Note: This activity takes the form of a scenario set in a restaurant kitchen. As a trainee the
student is given a tour of the restaurant kitchen.
Teacher’s role
Students are required to complete a worksheet relating to large-scale equipment. They are
required to submit this to their online teacher. You should check this and give them any
necessary feedback.
Alternative approaches
Take students on a tour of a restaurant and explain each item of equipment. Tell them the
equipment’s uses and some of the dishes being prepared in the kitchen.
If possible, have students interacting and completing simple activities focusing on safety with
each piece of equipment and then generate discussions for this.
45
Activity 2 – Boiling and poaching
Outline
Number of pages: 9
In this activity, students will learn how to use some of the basic methods of cookery using
water. They will learn about:

boiling

simmering

blanching

poaching.
Students will learn how to apply these methods of cookery, what equipment to use and
about safety measures to take while cooking.
During this activity, students will be asked to:

complete a workplace activity sheet on boiling, simmering, blanching and poaching

submit a signed copy of the worksheet to their online teacher.
Note: This activity takes the form of a scenario in which students will need to help Josie
prepare food for the restaurant.
Teacher’s role
In this activity, students need to demonstrate that they can use the following methods of
cookery:

boiling

simmering

blanching

poaching.
They will be required to complete a workplace activity sheet demonstrating their ability to use
these methods, this worksheet will need to be signed by their supervisor and submitted to
their online teacher.
Alternative approaches
Use a real or simulated food service or preparation environment to practice essential food
presentation skills.
Use games like bingo and cross words to scaffold essential information. Students learn more
from some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as a focus for seminar type discussion on cookery principles.
46
Activity 3 – Braising, stewing and steaming
Outline
Number of pages: 7
In this activity, students will learn how to use some of the basic methods of cookery. They
will learn about:

braising

stewing

steaming.
Students will learn how to apply these methods of cookery, what equipment to use and what
safety measures to take while cooking.
During this activity, students will be asked to:

post an article to the discussion board

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to their online teacher.
Teacher’s role
In this activity, students need to demonstrate that they can use the following methods of
cookery:

braising

stewing

steaming.
They will be required to complete a workplace activity sheet demonstrating their ability to use
these methods. This worksheet will need to be signed by their supervisor and submitted to
their online teacher.
This activity also asks students to post a message to the discussion board about the
different preparation techniques they practiced in this unit.
As the online teacher, you should monitor the discussion board and provide appropriate
feedback on student submissions.
47
Alternative approaches
Use a real or simulated food service or a preparation environment to practice essential food
presentation skills.
Use games like bingo and cross words to scaffold essential information. Students learn more
when there are some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as focus for seminar type discussion on cookery principles.
48
Activity 4 – Deep and shallow frying, stir-frying, pan frying
Outline
Number of pages: 12
In this activity, students will learn how to use basic methods of cookery using oil. They will
learn about deep and shallow frying, stir-frying and pan frying.
During this activity, students will be asked to:

post a message to discussions

complete a workplace activity sheet

have your workplace supervisor sign their completed activity sheet

submit the signed and completed worksheet to their online teacher.
Note: This activity takes the form of a scenario in which you will be helping Josie prepare
food for Jacob's restaurant.
Teacher’s role
In this activity, students need to demonstrate that they can use the following methods of
cookery:

deep frying

shallow frying

pan frying

sautéing

stir-frying.
They will be required to complete a workplace activity sheet demonstrating their ability to use
these methods, this worksheet will need to be signed by their supervisor and submitted to
their online teacher.
This activity also asks students to post a message to the discussion board about the
different preparation techniques they practiced in this unit.
As the online teacher, you should monitor the discussion board and provide appropriate
feedback on student submissions.
Alternative approaches
Use a real or simulated food service or preparation environment to practice essential food
presentation skills.
Use games like bingo and cross words to scaffold essential information. Students learn more
with some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as the focus for seminar type discussion on cookery principles.
49
Activity 5: Oven and microwave cooking
Outline
Number of pages: 10
In this activity, students will learn how to use basic methods of cookery using dry heat.
They will learn about:

roasting

grilling

baking

microwaving.
They will learn how to apply these methods of cookery, what equipment to use and what
safety measures they should take while cooking.
During this activity, students will be asked to:

post a message to discussions

complete a workplace activity sheet and submit a signed copy to their online teacher.
Teacher’s role
In this activity, students need to demonstrate that they can use the following methods of
cookery:

roasting

grilling

baking

microwaving.
They will be required to complete a workplace activity sheet demonstrating their ability to use
these methods. This worksheet will need to be signed by their supervisor and submitted to
their online teacher.
This activity also asks students to post a message to the discussion board about the
different preparation techniques they practiced in this unit.
As the online teacher you should monitor the discussion board and provide appropriate
feedback on student submissions.
50
Alternative approaches
Use real or simulated food service or preparation environment to practice essential food
presentation skills.
Use games like bingo and cross words to scaffold essential information. Students learn more
with some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as the focus for seminar type discussion on cookery principles.
51
SITHCCC006A Prepare appetisers and salads
Unit description
This unit describes the performance outcomes, skills and knowledge required to prepare and
present appetisers and salads in a commercial kitchen or catering operation.
Appetisers are foods that normally precede a meal or may be served as an accompaniment
to drinks. They include a range of hot and cold dishes which can be either classical or
modern, and vary in ethnic and cultural origins. Salads may be vegetable or fruit-based and
may also include classical or modern and varying ethnic and cultural types.
This unit must be assessed after the following prerequisite units:

SITHCCC001B Organise and prepare food

SITHCCC002A Present food

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 25
Prepare and present a variety of salads and dressings:

Choose suitable ingredients, which meet enterprise quality standard, for salads and
dressings.

Prepare salads using fresh seasonal ingredients to an acceptable enterprise standard
to maximise nutritional value, eating characteristics and taste.

Prepare suitable sauces and dressings to either incorporate into, or accompany
salads.

Present salads attractively according to enterprise standards.
Prepare and present a range of hot and cold appetisers:

Produce appetisers to an acceptable enterprise standard using the correct ingredients
ensuring:
-
symmetry and neatness of presentation
-
appropriate ingredient combinations
-
precise and uniformly cut ingredients
-
attractive serviceware and garnishes.

Select and prepare glazes correctly, where required.

Select and use correct equipment to assist in production of appetisers.

Utilise quality trimmings or other leftovers where and when appropriate.

Prepare and present appetisers in a hygienic, logical and sequential manner within the
required timeframe.

Present appetisers attractively according to classical, cultural or enterprise standards.
52
Store appetisers and salads

Store appetisers and salads in appropriate conditions and containers and at the
correct temperature to maintain freshness, taste and quality.
Activity guide
There are two activities in this unit:

Prepare salads

Prepare appetisers.
Activity 1 – Prepare salads
Outline
Number of pages: 8
In this activity, students will learn about the different types of salads. They will also learn to:

select ingredients for salads

prepare salads

choose sauces and dressings

present salads.
During this activity, students will be asked to:

post an article to Discussions

complete a workplace activity sheet

have their workplace supervisor sign the completed workplace activity sheet

submit the signed and completed workplace activity sheet.
Teacher’s role
This activity asks students to post a message to the discussion board on a salad recipe they
have selected. Have a look at the recipe and decide whether you think it is appropriate and
what makes it a good/bad salad.
Students are required to complete a workplace activity sheet on salads. Their workplace
supervisor needs to sign this and ensure they are completing the requirements of the
worksheet and the unit. They should submit this sheet once it is signed. As the online
teacher, you ensure their supervisor is clear on this process.
Note: This workplace activity sheet is just a guide for assessment.
Alternative approaches
Organise industry visits to outlets where salads are produced for display and consumption.
This might include visit to bulk salad producer (this would include commercial caterers).
Arrange student work experience with enterprises that produce a large number of salads
(this would include commercial caterers).
53
Activity 2 – Prepare appetisers
Outline
Number of pages: 11
In this activity, students will learn about appetisers. They will learn how to:

produce appetisers

select and prepare glazes correctly

select equipment

utilise leftovers

plan production

present appetisers.
During this activity, students will be required to:

post an article to Discussions

complete a workplace activity sheet

have their workplace supervisor sign the completed workplace activity sheet

submit the signed and completed workplace activity sheet.
Teacher’s role
This activity asks students to post a message to the discussion board about the things
required to produce a large amount of appetisers. It might be helpful to wait until students
have posted a message and then describe the planning, preparation and production that is
required to prepare appetisers for a large function.
Students are required to complete a workplace activity sheet on preparing appetisers. Their
workplace supervisor needs to sign this and ensure they are completing the requirements of
the worksheet and the unit. They should submit this sheet once it is signed. As the online
teacher you ensure their supervisor is clear on this process.
Note: This workplace activity sheet is just a guide for assessment.
Alternative approaches
Organise industry visits to outlets where appetisers and canapés are produced in substantial
amounts. This might include visit to bulk producer (this would include commercial caterers).
Arrange student work experience with enterprises that produce a large number of appetisers
canapés and or hors d’oeuvres (this would include commercial caterers).
Arrange for demonstration by people working in industry who have particular skills in
production of appetisers, canapés and or hors d’oeuvres.
54
SITHCCC007A Prepare sandwiches
Unit description
This unit describes the performance outcomes, skills and knowledge required to prepare and
present a variety of sandwiches in a commercial kitchen or catering operation.
Sandwiches may be classical or modern, hot or cold, of varying cultural and ethnic origins
and use a variety of fillings and types of bread. Sandwiches may be pre-prepared or made
on demand according to customer requests. Preparation, presentation and storage potential
of sandwiches will depend on bread types and fillings.
This unit must be assessed after the following prerequisite units:

SITHCCC001B Organise and prepare food

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 10
Prepare and present a variety of sandwiches:

Prepare a variety of sandwich types including classical and contemporary.

Select suitable bases from a range of bread types.

Produce sandwiches using the correct ingredients to an acceptable enterprise
standard, ensuring:
neatness of presentation
-
appropriate ingredient combinations
-
precise and uniform cut ingredients
-
uniform size and shape.

Prepare sandwiches using a range of appropriate techniques.

Select appropriate equipment for toasting and heating and use it correctly and safely.

Prepare and present sandwiches in a logical and sequential manner within the
required time frame.

Prepare sandwiches according to enterprise standards and/or customer requests.

Present sandwiches in an attractive manner, using suitable garnishes and
serviceware.
Store sandwiches

Store sandwiches hygienically at the correct temperature and in appropriate conditions
to maintain freshness and quality.
55
Activity guide
There is one activity in this unit:

Preparing sandwiches.
Activity 1 – Preparing sandwiches
Outline
Number of pages: 11
In this activity, you will learn about sandwiches and how to prepare them. The information
you will learn includes:

mise en place

preparation techniques

the various types of sandwiches

presenting sandwiches

storage and handling.
During this activity, you will be asked to:

post an article to Discussions

complete a workplace activity sheet

have their workplace supervisor sign the completed workplace activity sheet

submit the signed and completed workplace activity sheet to your online teacher
Teacher’s role
This activity asks students to post a message to the discussion board about the
combinations they would use for sandwiches. Have a look at their answers and post to the
Discussion board your thoughts on what combinations would and would not work.
Students are required to complete a workplace activity sheet on preparing sandwiches. Their
workplace supervisor needs to sign this and ensure they are completing the requirements of
the worksheet and the unit. They should submit this sheet once it is signed. As the online
teacher, you ensure their supervisor is clear on this process.
Note: This workplace activity sheet is just a guide for assessment.
Alternative approaches
Organise industry visits to outlets where sandwiches are produced for display and
consumption. This might include visit to bulk sandwich producer (this would include
commercial caterers).
Arrange student work experience with enterprises that produce a large number of
sandwiches.
56
SITHCCC008A Prepare stocks, sauces and soups
Unit description
This unit describes the performance outcomes, skills and knowledge required to prepare
various stocks, sauces and soups in a commercial kitchen or catering operation. Stocks,
sauces and soups can be classical or contemporary and be from varying ethnic and cultural
origins. Soups may be served hot or cold.
This unit must be assessed after the following prerequisite units:

SITHCCC001B Organise and prepare food

SITHCCC002A Present food

SITHCCC005A Use basic methods of cookery

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 35
Prepare stocks, glazes and essences required for menu items:

Use ingredients and flavouring agents according to standard recipes and enterprise
standards.

Produce a variety of stocks, glazes, and essences to enterprise standards.

Use clarifying agents appropriately.
Prepare sauces required for menu items:

Produce a variety of hot and cold sauces from classical and contemporary recipes.

Make appropriate derivations from basic sauces.

Use a variety of thickening agents and convenience products appropriately.

Evaluate sauces for flavour, colour and consistency and rectify any problems.
Prepare soups required for menu items:

Select and assemble the correct ingredients to produce soups, including stocks, and
prepared garnishes.

Produce a variety of soups to enterprise standards.

Use clarifying and thickening agents and methods and convenience products where
appropriate.

Evaluate soups for flavour, colour, consistency and temperature and rectify any
problems.

Present soups at the right temperature, in clean serviceware without drips and spills,
using suitable garnishes and accompaniments.
57
Store and reconstitute stocks, sauces and soups:

Store stocks, sauces and soups correctly to maintain optimum freshness and quality.

Reconstitute stocks, sauces and soups to appropriate standards of consistency.
Activity guide
There are four activities in this unit:

Preparing stocks, glazes and essences for a menu

Preparing sauces

Storing, reusing and correcting sauces

Preparing soups required for menu items.
Activity 1 – Preparing stocks, glazes and essences for a menu
Outline
Number of pages: 11
In this activity, students will learn how to prepare stocks, glazes and essences to enterprise
standards.
This includes:

choosing the correct ingredients

using the correct preparation method

storing and handling stocks correctly

planning a production schedule.
During this activity, students are required to:

post two items to Discussions
-
a stock making list
-
a production schedule

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a commercial kitchen.
58
Teacher’s role
Students are required to complete a worksheet activity on preparing stocks, glazes and
essences. As a facilitator, you should ensure that students are guided through the
preparation and storage of various stocks, glazes and essences.
Students are also required to post two items to Discussions. One asks the student to put
together a list of steps to follow in preparing stocks. This is intended to remind students of
the methods used to avoid clouding stock. The second item requires the students to develop
a production schedule. The purpose of this task is to encourage students to plan their time
within a kitchen environment.
As online teacher, you should provide feedback on discussions and worksheets as
appropriate.
Activity 2 – Preparing sauces
Outline
Number of pages: 11
In this activity, students will learn how to prepare a variety of hot and cold sauces for a
menu. This includes:

preparing a variety of hot and cold sauces

making other sauces from basic sauces

using a variety of thickening agents.
During this activity students are required to:

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a commercial kitchen.
Teacher’s role
Students are required to complete a worksheet activity on preparing sauces. As a facilitator,
you should ensure that students are guided through the preparation and storage of various
sauces.
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Activity 3 – Storing, reconstituting and correcting sauces
Outline
Number of pages: 6
In this activity, students will learn how to check and correct sauces before service, and to
reconstitute stored sauces. This includes:

using a variety of convenience javascript:parent.doGlossary('products'); products

checking sauces for flavour, colour and consistency

correcting problems with the sauce

storing sauces correctly and then javascript:parent.doGlossary('reconstitute');
reconstituting them to industry standards of consistency.
During this activity, students are required to:

post a message to Discussions

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario in a restaurant.
Teacher’s role
Students are required to complete a worksheet activity on storing, reconstituting and
correcting sauces. As a facilitator, you should ensure that students are given opportunities to
store and reconstitute sauces, and correct problems encountered with the different types of
sauces.
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Activity 4 – Preparing soups required for menu items
Outline
Number of pages: 11
In this activity, students will learn how to prepare a variety of soups to enterprise standards.
This includes:

the basic ingredients of soups

preparing soups

using clarifying, thickening and convenience products

checking soups

presenting soups.
During this activity, students are required to:

post an article to Discussions

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario in a restaurant in which a variety of soups are to be
prepared and served to enterprise standards.
Teacher’s role
Students are required to complete a worksheet activity on preparing, evaluating and
presenting soups. As a facilitator, you should ensure that students are given opportunities to
prepare and evaluate a variety of soups so that their presentation meets
enterprise standards.
Students are required to post an article on soup garnishes and accompaniments to
Discussions. The purpose of the task is for the student to understand that there are
numerous garnishes and accompaniments to soups and this allows for variety in
presentation.
Alternative approaches
Have students produce stocks soups and sauces for specific menus within a particular
enterprise.
Arrange student visits to enterprises where large amounts of stocks, soups and sauces are
produced for a retail and/or wholesale market.
Arrange for demonstrations by experts from industry who have specialised in the area of
stock, soup and sauce production.
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SITHCCC009A Prepare vegetables, fruit, eggs and farinaceous
dishes
Unit description
This unit describes the performance outcomes, skills and knowledge required to prepare
various vegetables, fruit, eggs and farinaceous dishes in a commercial kitchen or catering
operation.
Vegetables and fruit may be fresh, preserved or frozen, and selected according to seasonal
availability, menu and enterprise requirements. A variety of vegetables and fruit, and
vegetable and fruit dishes must be prepared and cooked. These may be classical or
contemporary, from various ethnic or cultural origins, and may be offered as main dishes,
appetisers or salads, or accompaniments.
Potato accompaniments must include both classical and contemporary dishes.
Egg dishes should, unless otherwise required, use hen eggs that may be fresh, dried, frozen
or preserved.
This unit must be assessed after the following prerequisite units:

SITHCCC001B Organise and prepare food

SITHCCC002A Present food

SITHCCC005A Use basic methods of cookery

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 45
Prepare vegetable and fruit dishes:

Select vegetables and fruit in season according to availability, quantity, quality and
price.

Select vegetables, fruits and potato accompaniments to complement and enhance
menu items.

Prepare and, where appropriate, cook a variety of vegetables and fruit dishes using
suitable cookery methods and preserving optimum quality and nutrition.

Where appropriate, select suitable sauces and accompaniments to be served with
vegetables.

Present vegetables and fruits attractively using suitable garnishes, where appropriate.
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Prepare farinaceous dishes:

Select and prepare a variety of farinaceous foods according to standard and enterprise
recipes.

Prepare farinaceous foods using appropriate methods to ensure optimum quality.

Select sauces and accompaniments, which are appropriate to farinaceous foods.
Prepare and cook egg-based dishes:

Prepare and cook a variety of egg-based dishes according to standard recipes, using a
range of methods including:
boiling
-
poaching
-
frying
-
scrambling.

Prepare and cook egg dishes to ensure optimum and desired quality, consistency and
appearance.

Select sauces and accompaniments appropriate to eggs.

Use eggs for a variety of culinary uses, including:
aerating
-
binding
-
setting
coating
-
enriching
-
emulsifying
-
glazing
clarifying
-
garnishing
-
thickening.
Store vegetables, eggs and farinaceous foodstuffs:

Store fresh and processed eggs, vegetables and fruits, and farinaceous foodstuffs at
correct temperatures and under correct conditions to maintain optimum freshness and
quality.
Activity guide
There are three activities in this unit:

Preparing vegetable and fruit dishes

Preparing egg-based dishes

Preparing farinaceous dishes.
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Activity 1 – Preparing vegetable and fruit dishes
Outline
Number of pages: 12
In this activity, students will learn how to select vegetables and fruit, and prepare a variety of
dishes using these items.
This includes:

selecting according to season availability, quantity, quality and price

accompaniment

preparation

selection of suitable sauces and accompaniments

presentation

storing.
During this activity, students are required to:

post a message to Discussions

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity covers selecting the best fruits and vegetables for a variety of dishes, and
presenting the dishes in the most appealing manner.
Teacher’s role
Students are required to complete a worksheet activity on vegetables and fruit. As facilitator
you should ensure that students are guided through selecting vegetables and fruits for a
variety of dishes, and then the preparation of these dishes.
Students are also required to post a message to Discussions on selecting garnishes for
vegetables and fruit. The purpose of this task is to encourage students to consider the
presentation of meals.
As an online teacher, you should provide feedback on discussions and worksheets as
appropriate.
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Activity 2 – Preparing egg-based dishes
Outline
Number of pages: 9
In this activity, students will learn how to prepare various egg-based dishes. This includes:

methods for cooking egg-based dishes

preparation and cooking of egg-based dishes

selection of sauces and accompaniments

culinary uses for eggs

storing fresh and processed eggs.
During this activity, students are required to:

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
This activity shows the students how versatile eggs are.
Teacher’s role
Students are required to complete a worksheet activity on preparing egg dishes. As a
facilitator, you should ensure that students are guided through the preparation and storage
of various egg dishes including different methods used to cook eggs.
Activity 3 – Preparing farinaceous dishes
Outline
Number of pages: 11
In this activity, students will learn how to prepare various farinaceous dishes. This includes:

methods for cooking farinaceous foods

preparation and selection of farinaceous foods

selection of sauces and accompaniments

storing farinaceous foods.
During this activity, students are required to:

complete a workplace activity sheet

have their workplace supervisor sign the completed activity sheet

submit the signed and completed activity sheet to your online teacher.
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This activity presents a variety of farinaceous foods to the students and shows how many
farinaceous dishes are prepared.
Teacher’s role
Students are required to complete a worksheet activity on preparing a variety of farinaceous
dishes. As a facilitator, you should ensure that students are given opportunities to identify a
number of different farinaceous foodstuffs and are taken through the preparation of a
number of dishes using these ingredients.
Alternative approaches
Arrange student visits to vegetable suppliers to identify and gain knowledge of
vegetable commodities.
Arrange student visits to egg suppliers to identify and gain knowledge of eggs and
egg-based commodities.
Arrange student visits to industry enterprises where pasta is manufactured or supplied for a
wholesale or retail market.
Arrange demonstrations by experts in cooking rice or other farinaceous commodities in
various specific styles.
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SITHCCC010A Select, prepare and cook poultry
Unit description
This unit describes the performance outcomes, skills and knowledge required to select,
prepare, cook, present and store poultry in a commercial kitchen or catering operation.
Poultry dishes may be classical and contemporary and from a variety of ethnic and cultural
origins.
This unit must be assessed after the following prerequisite units:

SITHCCC001B Organise and prepare food

SITHCCC002A Present food

SITHCCC005A Use basic methods of cookery

SITXOHS002A Follow workplace hygiene procedures.
Elements of competency
Nominal hours: 25
Select and purchase poultry:

Select and purchase poultry according to quantity and quality required.
Handle and store poultry:

Handle poultry efficiently and hygienically to minimise risk of food spoilage or crosscontamination.

Thaw frozen poultry correctly and safely.

Store poultry ensuring optimal storage conditions and temperature for poultry are
maintained.
Prepare, cook and present poultry:

Use poultry preparation techniques correctly.

Prepare and cook a variety of poultry dishes according to standard recipes and
enterprise standards, using appropriate cookery methods.

Serve poultry according to enterprise standards, including carving, slicing or leaving
whole.

Present poultry using suitable sauces, garnishes and accompaniments.
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Activity guide
There are two activities in this unit:

Handling, storing and presenting poultry

Preparing and cooking poultry.
Activity 1 – Handling, storing and presenting poultry
Outline
Number of pages: 7
The activity looks at some of the common principles students will need to apply to poultry.
They will learn some techniques including:

handling and storing

defrosting

carving

presentation.
This activity takes the form of a scenario in a commercial kitchen in which students are
asked to help.
During this activity, learners will be asked to:

post a message to Discussions

complete a workplace activity sheet

have their workplace supervisor sign the completed workplace activity sheets

submit the signed and completed workplace activity.
Teacher’s role
In this activity, students are required to read a story about Jack handling poultry and then
decide whether he was doing the right thing. You should read the passage and note down all
the things Jack was doing right or wrong so that you can give students feedback on the
comprehensiveness of their answers.
Students are required to complete a workplace activity sheet. Their workplace supervisor
needs to sign this and ensure they are completing the requirements of the sheet. They
should submit this sheet once it is signed. As the online teacher you ensure their supervisor
is clear on this process.
Alternative approaches
In this activity, students learn some of the common principles to do with storage and
handling and presenting poultry. You should give them as much practice with this as
possible so they become aware of some of the techniques.
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Activity 2 – Preparing poultry
Outline
Number of pages: 12
In this activity, students will look at poultry. This activity should teach them about:

types of poultry

selecting poultry

preparation techniques.
This activity takes the form of a scenario in a commercial kitchen in which students are
asked to help.
During this activity, the students will be asked to:

complete a workplace activity sheet

have their workplace supervisor sign the completed workplace activity sheet

submit the signed and completed workplace activity sheet.
Teacher’s role
Students are required to complete a workplace activity sheet on preparing poultry. Their
workplace supervisor needs to sign this and ensure they are completing the requirements of
the worksheet and the unit. They should submit this sheet once it is signed. As the online
teacher, you ensure their supervisor is clear on this process.
Note: This workplace activity sheet is just a guide for assessment.
Alternative approaches

Student visits to poultry processors or butchers dealing with poultry
(for quality purposes, strict hygiene controls will limit access to processing areas).

Arrange demonstration from poultry processing industry.
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Assessment strategies
The Kitchen Operations Toolbox does not specifically support assessment of the
competencies, as assessment methodologies and practices can vary greatly for RTOs
nationally. Toolboxes in general do not provide summative assessment/s. However, some of
the activities contained in a Toolbox may lend themselves to be used in the context of
formative assessment/s.
The Toolbox supports the summative assessment process as learners will be working on
tasks that directly align with the competencies and will be producing evidence of their skills
and knowledge through the work they complete in the Toolbox. As part of an evidence
portfolio, an assessor may choose to use completed worksheets and journals presented by a
learner online or face-to-face, as well as meaningful contributions to online discussions or
the project work recommended in the Toolbox.
However, you will in most cases be using additional assessment methods to ensure learners
fully demonstrate their competency, for example

observation of workplace performance – will need a well planned observation guide;
will need to be combined with other methods to assess underpinning knowledge

simulation – role plays to assess negotiation or consultation skills; useful for
overcoming ethical issues when direct observation in the workplace is not appropriate

demonstration through videos of performance

interview/dialogue – present case scenarios and ask learners how they would respond;
include questions to assess underpinning knowledge, improves access and equity,
when integrated with observation of performance can assess understanding in context,
may be conducted online with voice tools or face-to-face.
Further assessment requirements to supplement the Toolbox content are the RTOs
responsibility, in accordance with AQTF standards and requirements for competency-based
assessment.
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Access, equity and indigenous Toolboxes
Nationally the goals of all VET policies on equity are the same: to improve access to study
and related outcomes within VET for all clients and potential clients.
Improving access might involve strategies such as including accessibility features1; ensuring
that selection criteria and course materials do not discriminate against learners and adapting
activities to encourage all learners.
Examples of equity strategies include providing a supportive learning environment; adjusting
assessments and the means of accessing information to meet individual circumstances; and
developing and using inclusive training materials.
Essentially, in the context of VET equity refers to the capacity for all learners to achieve
results in training and to receive training in an inclusive environment with inclusive materials.
Inclusive environments and materials acknowledge and value the differences between
people and cultures; they include rather than exclude.
In an attempt to address access and equity guidelines, the Certificate II in Hospitality
Toolbox (Kitchen operations) incorporates the following features:
Easy clickable icons
The use of image maps, and other complicated navigation systems has been kept to a
minimum throughout the Toolbox. The navigation features large icons with a correspondingly
large ‘click zone’.
Text alternatives
Where audio or other media has been used in the Toolbox, a text alternative has also been
provided.
Screen reader friendly
The Toolbox navigation system has been designed to be screen reader friendly and has
been tested with Jaws 4.0. Where required the Toolbox makes use of ‘hidden links’, invisible
to the user, but detectable by screen readers. All browser pages have been developed to the
XHTML standard as approved by W3C World Wide Web Consortium.
Summaries and reminders
Research into students with learning disabilities has shown that the use of frequent
reminders helps to improve memory retention. With this in mind, each activity in the Toolbox
uses activity summary sheets, which encourages students to summarise in their own words
the material covered in the activity. In addition to these unit summaries, students will also
encounter tips and reminders as they work through various activities.
1
Adherence to accessibility requirements is mandatory under Australian law see
http://e-standards.flexiblelearning.net.au/topics/accessibility.htm for an outline of the Framework’s requirements
71
Easy to navigate interface
The Certificate II in Hospitality Toolbox (Kitchen operations) has been designed with an
interface that is both inviting and easy to navigate. Most of the toolbox navigation is directed
from the activity screen interface. From here students can follow links to the resource areas
of the toolbox. Following one of these links will open the resource in a new window, allowing
students to easily move between the activity and the resource screen. This navigation model
also limits the number of active windows at any one time, to two.
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Getting help
If there are any technical issues, users should refer to the specifications in the Technical
guide. If assistance is still required:
 call the Help Desk on 1300 736 710
 email your issue to Toolboxhelp@flexiblelearning.net.au
Where can I get more information?
Visit the Toolbox website for detailed information about each Toolbox, related training
packages, qualifications and competencies, previews and to purchase a Toolbox. The
website also includes guidelines for developers and current news and updates.
flexiblelearning.net.au/toolbox/
How can I get support?
Support can be provided to training providers in the selection and use of Toolbox content
including assistance with:

discovery and downloading of learning objects

customisation of existing content for their particular training needs

creating user-generated content

packaging and uploading of new e-learning content, and

the use of content development tools.
For contact details of the support person in your state or territory visit:
flexiblelearning.net.au/toolbox/support/
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Toolbox contact details:
Flexible Learning Toolbox Help Desk
Phone: 1300 736 710
Email: Toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/Toolbox
For further information on the National VET E-learning Strategy, please contact the FLAG
Secretariat:
Phone: 03 9954 2700
Email: flag_enquiries@natese.gov.au
Website: flexiblelearning.net.au
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