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SITHCCC028 - Session plan Flipbook PDF
SITHCCC028 - Session plan
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Session plan SITHCCC028 Prepare appetisers and salads
Unit of competency details SITHCCC028 – Prepare Appetisers and Salads This document is to help the trainer plan their sessions for delivering the learning content and identify any adjustments that need to be made. Number of learners allocated to a trainer
25 (Maximum)
Trainer name Relevant units previously completed by learner group (Complete as appropriate) Points from previous learning that may need reinforcement e.g., misconceptions: (Complete as appropriate) Addressing the needs of individuals: ⮚ ⮚ ⮚ ⮚
Pre-assessment checklist (UPAC) Terminology explained Being aware of individual needs i.e., learning requirements Differentiated Handouts (This is not a necessary requirement)
Unit elements ⮚ ⮚ ⮚ ⮚ ⮚
Select ingredients. Select, prepare, and use equipment. Portion and prepare ingredients. Prepare appetisers and salads. Present and store appetisers and salads.
Methods of assessment ⮚ Unit Knowledge Test (UKT) ⮚ Unit Practical Demonstration
Unit description/application This unit describes the performance outcomes, skills and knowledge required to prepare appetisers and salads following standard recipes. It requires the ability to select and prepare ingredients, and to use relevant equipment and cookery and food storage methods. The unit applies to cooks working in hospitality and catering organisations. This could include restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, and event and function caterers. It applies to individuals who work with very little independence and under close supervision and guidance of more senior chefs. They follow predefined organisational procedures and report discrepancies to a higherlevel staff member for action. The skills in this unit of competency must be applied in accordance with Commonwealth and State or Territory legislation, Australian and New Zealand standards and industry codes of practice.
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No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. Prior to commencing sessions: ⮚ Explain relevant terminology ⮚ Make reasonable adjustments for content delivery and assessments ⮚ Prepare relevant handouts Technology/Software required for learners and trainers
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Computer Internet MS Office Skype Appropriate PDF Software i.e., Adobe PDF
Resources for learners
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Assessment pack (student) PowerPoint presentation Learner handbook unit/class activities book Self-study guide Staff available to students to address their learning needs Administrative support required Case studies (real workplace-based scenarios) Role playing activities for interaction with others as a part of assessments. Templates and additional resources to complete the assessment tasks. Access to several additional free learner tutorials, tools, and videos All students will be provided with training resources and assessment materials for all units of competency and additional training documents as required.
(Provided by RTO)
Resources for trainers/assessors (Provided by RTO)
All staff involved in the delivery and assessment of this skill set, have direct access to the current version of the relevant training package including: ● ● ● ● ● ● ● ● ● ● ● ● ●
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Units of competency Assessment pack (student) Assessor pack Session handouts/ session plans PowerPoint presentations Qualification structure AQF level summaries and learning outcomes criteria Assessment guidelines pack Adequate computer and internet access Login and instructions for all media to be used Additional resources for each unit as applicable (e.g., policies, sample documents, links to legislation, websites, texts, reference materials) Print and electronic copies of the assessment tools Sufficient resources to meet the requirements of students with special needs
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Access to the software required to implement the program.
Resources for third party
N/A
Health and safety considerations
N/A
General considerations
Ensure all learners have required resources and learner workbooks/guides. If sharing training with another students/learner, ensure that they have own copies of each resource and are aware of individual assessment requirements.
Assessment submission requirements
Trainer/Assessor must confirm assessment submission details for each unit assessment task (UAT).
Performance evidence
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and: ●
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follow standard recipes to prepare the following appetisers and salads: o appetisers: ▪ antipasto ▪ canapés ▪ tapas o salads, including preparation of dressings as required by recipe: ▪ tossed ▪ compound ▪ farinaceous ▪ warm ▪ fruit complete mise en place activities and follow standard recipes when preparing above appetisers and salads that use of each of the following ingredients at least once (at least once across preparation of the eight appetisers and salads): o bread and bakery items o dairy products ▪ dressing ingredients ▪ dry goods ▪ eggs ▪ farinaceous products ▪ frozen goods ▪ fruit ▪ herbs and spices ▪ meat ▪ poultry ▪ seafood ▪ vegetables
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Knowledge evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: ● ● ● ●
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use each of the following cookery methods at least once when preparing the above appetisers and salads (at least once across preparation of the eight appetisers and salads): o baking o boiling o frying o grilling o poaching o roasting o steaming use food safety practices for handling and storing food o prepare, plate and present two portions of each of the above appetisers and salads: ▪ within commercial time constraints and deadlines ▪ following portion control procedures ▪ responding to at least one special customer request.
culinary terms and trade names for ingredients commonly used in the production of different appetisers and salads contents of date codes and rotation labels for stock historical and cultural origins of appetisers and salads characteristics of different appetisers and salads: o appearance and presentation: ▪ balance ▪ colour ▪ contrast o classical and contemporary variations o freshness and other quality indicators o service style o taste o texture quality indicators for appetisers and salads cookery methods for appetisers and salads specified in the performance evidence dressings, sauces, and garnishes for salads mise en place requirements for appetisers and salads plating methods for practicality of service and customer consumption appropriate environmental conditions for storing appetiser and salad products to: o ensure food safety o optimise shelf life safe operational practices using essential functions and features of equipment used to produce appetisers and salads.
Assessment conditions
Skills must be demonstrated in an operational commercial kitchen. This can be: ● ●
an industry workplace; or a simulated industry environment, such as an industry-realistic training kitchen servicing customers.
Assessment must ensure access to: ●
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fixtures and large equipment: o commercial: ▪ blender or stick blender ▪ planetary mixer commercial grade work benches (1.5 m per person) o designated storage area for dry goods and perishables o commercial oven with trays (one per two persons): o commercial refrigeration facilities: ▪ cool room or fridge ▪ freezer o deep-fryer o sink o gas, electric or induction stove top (two burners per person) o microwave o salamander or char grill (one per eight persons) o slicing machine small equipment: o baking sheets and trays o blow torch o containers for hot and cold food o cutting boards o grater o juicer o knife sharpening equipment: ▪ sharpening steel ▪ sharpening stone o knives: ▪ bread knife ▪ chef’s knife ▪ palette knife ▪ paring knife ▪ utility knife o measures: ▪ measuring jugs ▪ measuring spoons ▪ portion control scoops o mortar and pestle o pots and pans o sauce bottles o salad spinner
o o o o
o
o o o o o
o o o o o o o o
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scales scoops, skimmers and spiders stainless steel bowls service-ware: ▪ crockery ▪ cutlery and serving utensils small utensils: ▪ sieve ▪ peelers, corers and slicers ▪ strainers and chinois ▪ scraper ▪ spatula ▪ pastry brush ▪ tongs and serving utensils ▪ whisk ▪ spoons and ladles steamer temperature probe thermometer food safe gloves cleaning materials and equipment: ▪ cleaning cloths ▪ commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment, and food storage areas dustpans and brooms garbage bins and bags hand towel dispenser and hand towels mops and buckets separate hand basin and soap for hand washing sponges, brushes, and scourers tea towels organisational specifications: ▪ equipment manufacturer instructions ▪ mise en place lists, menus and standard recipes ▪ current commercial stock control procedures and documentation for ordering, monitoring, and maintaining stock ▪ food safety plan ▪ guidelines relating to food disposal, storage, and presentation requirements ▪ safety data sheets (SDS) for cleaning agents and chemicals ▪ diverse and comprehensive range of perishable food supplies for commercial cookery or catering operations as specified in the performance evidence.
Sessions Session 1 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ X 2 break)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: ● ● ● ● ●
Content of session:
Welcome participants to the session Self-introductions students and teacher Introduction to unit Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: ● ● ●
●
Confirm food production requirements from standard recipes. Calculate ingredient amounts according to requirements. Identify and select appetisers and salad ingredients from stores according to recipe, quality, freshness, and stock rotation requirements. Check perishable supplies for spoilage or contamination prior to preparation.
Discuss related to assessment:
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Power-point
Slides: 1-17
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Chapter 1: Select ingredients.
Questions: 1 - 5 Activity: 1 Self-Study Guide (For Independent Study after the delivery session)
Summative assessment information
Refer to: Self-study guide (Criteria 1.1 1.4)
NA
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reasona ble adjustments:
As required according to the cohort of students
Session outcome:
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Sessions Session 2 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: ● ● ●
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: ● ● ●
Select type and size of equipment suitable to requirements. Safely assemble and ensure cleanliness of equipment before use. Use equipment safely and hygienically according to manufacturer instructions.
Discuss related to assessment: Power-point
Slides: 18-30
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Chapter 2: Select, prepare, and use equipment.
Questions: 6 - 10 Activity: 2
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Self-Study Guide
Refer to: Self-study guide (Criteria 2.1 - 2.3)
(For Independent Study after the delivery session)
Summative assessment information
NA
Special equipment/materi als required:
As required according to the cohort of students
Special considerations/re asonable adjustments:
As required according to the cohort of students
Session outcome:
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Sessions Session 3 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: ● ● ●
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: ● ● ● ●
Sort and assemble ingredients according to food production sequencing. Weigh and measure ingredients and create portions according to recipe. Clean and cut salad ingredients using basic culinary cuts according to quality standards. Minimise waste to maximise profitability of food items prepared.
Discuss related to assessment: Power-point
Slides: 31-39
Learner Handbook and Self- Read and complete Study Answers Chapter 3: Portion and prepare ingredients.
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Class Activities Book
Complete the following activities during the online session: Questions: 11 - 15 Activity: 3
Self-Study Guide (For Independent Study after the delivery session)
Summative assessment information
Refer to: Self-study guide (Criteria 3.1 3.4)
NA
Special equipment/materi als required:
As required according to the cohort of students
Special considerations/re asonable adjustments:
As required according to the cohort of students
Session outcome:
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Sessions Session 4 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: ● ● ●
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: ● ● ●
Select and use relevant cookery methods for salads and appetisers. Prepare sauces and dressings according to recipe. Follow standard recipes and make food quality adjustments within scope of responsibility.
Discuss related to assessment: Power-point
Slides: 40-48
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Chapter 4: Prepare appetisers and salads.
Questions: 16 – 20 Activity: 4 Self-Study Guide
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Refer to: Self-study guide (Criteria 4.1 4.3)
(For Independent Study after the delivery session)
Summative assessment information
Discuss related to assessment task 1 and advise student to start working on it in their own time outside the classroom hours
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reasona ble adjustments:
As required according to the cohort of students
Session outcome:
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Sessions Session 5 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: ● ● ●
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: ● ● ● ● ●
Present prepared food items on appropriate service-ware. Add dips, sauces, and garnishes according to standard recipes. Visually evaluate dish and adjust presentation. Store dishes in appropriate environmental conditions. Clean work area and dispose of or store surplus and re-usable byproducts according to organisational procedures, environmental considerations, and cost reduction initiatives.
Discuss related to assessment: Power-point
Slides: 49-59
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Chapter 5: Present and store appetisers and salads.
Questions: 21 - 25 Activity: 5 16 | Page
Self-Study Guide (For Independent Study after the delivery session)
Summative assessment information
Refer to: Self-study guide (Criteria 5.1 5.5)
Discuss related to assessment task 2 and discuss what activities need to be completed and advise students to start activity 1.
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reaso nable adjustments:
As required according to the cohort of students
Session outcome:
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Sessions Session 6 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: ● ● ●
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: ●
Summative assessment
Discuss related to assessment:
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Power-point
Slides:
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Self-Study Guide
Refer to: Self-study guide
(For Independent Study after the delivery session)
Summative assessment information
Assessment task -2, Activity 1 Prepare Appetisers
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reaso nable adjustments:
As required according to the cohort of students
Session outcome:
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Sessions Session 7 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: ● ● ●
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: ●
Summative assessment
Discuss related to assessment:
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Power-point
Slides:
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Self-Study Guide
Refer to: Self-study guide
(For Independent Study after the delivery session)
Summative assessment information
Assessment task -2, Activity 2 Prepare Salads
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reaso nable adjustments:
As required according to the cohort of students
Session outcome:
Session Evaluation 21 | Page
(For trainer/assessor’s use to evaluate their sessions and check if learning outcomes have been met) Have the Learning Outcomes been met? Learning Outcomes
To what extent were the Learning Outcomes met by all/most/some learners – and how do you know? Evidence?
Identifying Good Practice (What did you do well? What could you change for future sessions?)
Reflection on Learning Outcomes (Was everything understood? Will anything need re-explaining?)
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Learning points that need reinforcement in future session(s)
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