Purpose of unit Assessment Pack This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor.
☐ Online submission via Learning Management System (LMS)
☐ By Australia Post to RTO
☐ Any other method _________________________________________________ (Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice. I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to: Reproduce this assessment and provide a copy to another member of staff; and Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature Date
Assessment Plan
To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded
Evidence Type/ Method of assessment
Sufficient evidence recorded/Outcome
Unit Assessment Task 1
Unit Knowledge Test (UKT)
S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 2
Practical demonstration
S / NS (First Attempt) S / NS (Second Attempt)
Final result
C ☐ NYC ☐
Date assessed
Trainer/Assessor Signature
Unit information pack
The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack.
UAT 1 – Unit Knowledge Test (UKT)
Pre-assessment checklist
Purpose
The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the complaints and appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
Student declaration
I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.
Student signature
Date
Assessment task instructions
Assessment type:
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of ten (10) written questions.
Student must respond to all the questions and submit them to the Trainer/Assessor.
Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.
Applicable conditions:
This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).
Student must read and respond to all questions.
Student may handwrite/use computers to answer the questions.
Student must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.
The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
For more information, please refer to the RTO Student Handbook.
Location:
This assessment task may be completed in (tick the relevant box):
☐ Learning Management System
☐ Classroom
☐ Simulated learning environment
☐ Workplace
Other: ____________________________________
Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
Students must complete a written assessment consisting of a series of questions.
It is expected from students to correctly answer all the questions.
Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.
Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.
Assessors must not accept responses/answers that have been copied directly from other sources materials.
Resources required to complete the assessment task:
Access to learner guide and other learning materials.
Computer
Internet
MS Word
Printer or e-printer
Unit Assessment Task
Feast of Flavours website
Food safety standards
Question 1a: In the below table two columns are provided. Match the items in column 1 with their correct descriptions in column 2 and provide at least one example of each in the answer box. Column 1 (Key terms)Column 2 (description) 1. Cleaning schedules a. It is the passing of bacteria from contaminated food to uncontaminated food. 2. Physical contamination b. is a set of written instructions that describes everything that needs to be done to keep the business clean. 3. Food contamination c. is caused by microscopic organisms – bacteria and viruses 4. Chemical contamination d. is caused when a foreign object contaminates the food. 5. Biological Contamination e. When polluted by a physical, chemical, or microbiological contaminant, food is not fit for consumption. 6. Cross-contamination f. is caused when any toxic liquid contaminates food.
Question 1b: What are the two key benefits of maintaining cleaning regimes in the kitchen?
Satisfactory response
Yes ☐
No ☐
Question 1c: Many different cleaning and sanitising products and chemicals are available to effectively clean commercial kitchens and equipment. Match the cleaning and sanitising products and chemicals from column 1 with the appropriate statements from column 2. Column 1 (cleaning and sanitising products and chemicals)Column 2 (description) 1. Disinfectants a. These chemicals are used for heavy-duty cleanings, such as removing carbon build-up on grill plates, stove tops or pots with burnt bottoms and built-up grease on floors 2. Neutral detergents b. are used to clean rubbish bins and areas containing unpleasant odours. These are not hazardous but should be used with care. 3. Alkaline cleansers c. a flammable cleaning agent that breaks down and dissolves grease and fat and is used to clean grill plates, stovetops, deep-fryers, and internal oven surfaces. 4. Acid cleaners d. is the most common chemical used in the catering industry as it is the most suitable chemical for kitchen equipment that does not contain built-up or ground in dirt or grime. 5. Degreaser e. are stronger than detergents used for cleaning grease, fat, and other soils from a range of surfaces in the kitchen. These are more effective in killing bacteria and other dangerous organisms. 6. Caustic/chlorine cleaners f. Use these for brightening aluminium, cleaning drains, removing rust or descaling dishwashers, bain-maries, and stainless steel.
Question 1d: i. What information do cleaning schedules contain? (100-120 words) ii. Fill in the table below with the correct cleaning frequencies and appropriate cleaning products and equipment for the following kitchen equipment.
Satisfactory response
i. Yes ☐ ii. Yes ☐
No ☐ No ☐
Kitchen EquipmentFrequencyCleaning products and equipment Knives Wall tiles above pot sink Pot sink Deep fryer Canopy exhaust filters
Question 1e: List two key cross-contamination issues that may occur across cutting surfaces in the commercial kitchen.
Satisfactory response
Yes ☐
No ☐
Question 1f: What is the purpose of cleaning regimes in commercial kitchens? (30-50 words)
Satisfactory response
Yes ☐
No ☐
Question 2a: Match the cleaning and sanitising products and chemicals for kitchens and equipment in Column 1 with the appropriate statements in column 2.
Satisfactory response
Yes ☐
No ☐
Column 1 (cleaning and sanitising products and chemicals and equipment)AnswerColumn 2 (description) 1. Bleach a) are poisonous and, if used irresponsibly, could harm the environment, the community, and the health of the person applying it. 2. Manual Dishwashing liquid b) easily remove fingerprints, smears, and stains because these are specially formulated to leave a streak-free finish. Perfect for cleaning windows and mirrors and equally efficient on other shining surfaces like polished chrome, stainless steel, or glazed tiles. 3. Floor cleaners c) It is powerful enough to remove grease and dirt from all cookware and kitchen essentials and is softer and kinder to the skin 4. Pesticides d) Specially formulated to remove all the dirt, grime and germs, these commercial-grade chemicals will leave washrooms looking spotless 5. Glass cleaner e) is a flammable cleaning agent that breaks down and dissolves grease, fat and is used to clean grill plates, stovetops, deep-fryers, and internal oven surfaces. 6. Washroom and toilet cleaners f) The food industry’s most used chlorine-based chemical sanitisers. 7. Degreasers g) These cleaners are designed specifically for combi ovens and other cooking machines. 8. Cooking equipment cleaner h) Can be used on various surfaces and are essential for keeping every part of the venue hygienic and spotless.
Question 2b: Briefly explain what a dishwasher is and the following chemicals used in an automatic dishwasher: Each part of the answer must be between one to sentences.
Satisfactory response
Yes ☐
No ☐
Question 2c: Material Safety Data Sheets (MSDS), also known as Safety Data Sheets (SDS), provide critical information about hazardous chemicals. List five pieces of critical information about hazardous chemicals found on an MSDS or SDS.
Satisfactory response
Yes ☐
No ☐
Question 2d: Answer the following questions: A) List 3 hazardous chemicals used in a commercial kitchen. B) List the five steps that you would take in the commercial kitchen in case of a chemical spill in the kitchen.
Satisfactory response
A) Yes ☐ B) Yes ☐
No ☐ No ☐
Question 2e: If contact with a caustic chemical occurs, immediately refer to the information found on the SDS or MSDS. List the best safety practices in the following situations: 1. Safety when the chemical is swallowed (list five) 2. Safety when the chemical comes in contact with the skin (list five)
Satisfactory response
Yes ☐
No ☐
Question 3a: Briefly discuss the difference between cleaning and sanitising. (60-80 words)
Satisfactory response
Yes ☐
No ☐
Question 3b: . Sanitising the surface reduces the number of invisible germs to safe levels on food-contact surfaces but does not kill them all. Briefly discuss the two methods for sanitising. (80-100 words)
Satisfactory response
Yes ☐
No ☐
Question 3c: List the steps that you will undertake to clean and sanitise the following kitchen equipment before and after food preparation. a. Stovetops, deep-fryers, and inside ovens (list four) b. Microwave (list six) c. Knives (list seven)
Satisfactory response
a. Yes ☐ b. Yes ☐ c. Yes ☐
No ☐ No ☐ No ☐
Question 3d: Failing to put equipment back where it belongs can cause frustration in the workplace, so it is necessary to store cleaned equipment and cleaning products in their designated places. In the context of the above statement, list nine (9) common guidelines for storing cleaned equipment in its designated place.
Satisfactory response
Yes ☐
No ☐
Question 4a: Choose which ones you will dish wash and which hand wash from the following service ware and equipment.
Satisfactory response
Yes ☐
No ☐
Service ware and equipmentDish washHand washChopping boardsContainersCrockeryCutleryDishesGlasswareGratersKnivesPots and pansPiping Bags
Question 4b: List six (6) tips to use the dishwasher effectively.
Satisfactory response
Yes ☐
No ☐
Question 4c: The picture below shows a three-compartment dishwashing sink for washing, rinsing, and sanitising used for hand washing items. Student must select the correct options from the provided table and fill in the gaps. wooden hot rubber apron manufacturer’s frothy rubber gloves hose air dry rinse soak sanitiser knife equipment plug hole
Satisfactory response
Yes ☐
No ☐
Steps Description 1. Pre-clean2. Wash and rinse3. Sanitise4. Dry5. Clean up
Question 4d. List at least two steps that you undertake to clean and sanitise the following kitchen equipment: 1. Chopping boards 2. Pots, pans, and graters 3. Piping bags.
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐
No ☐ No ☐ No ☐
Question 5a: List the five steps involved in the correct and environmentally sound disposal methods for broken service ware.
Satisfactory response
Yes ☐
No ☐
Question 5b: Fill in the following gaps with the appropriate words below for service ware: record book organisational staff replace sufficient shortages circulation teamwork informing self-management service breakage report
Satisfactory response
Yes ☐
No ☐
1. The establishment needs to know when service ware is damaged or breaks so they can ________________ items and prevent ________________. 2. Breakages, chips, or cracks can be reported in several ways: in a ________________, on a ________________ or by ________________ the manager. 3. Remove any broken or chipped service ware from ________________ immediately. 4. It is up to the ________________ to ensure ________________ sparkling, unbroken, and crockery supplies are available during the ________________ period. 5. To ensure that sufficient supplies of clean, undamaged crockery are always available during the service period requires certain skills: ________________ skills, ________________ skills, ________________ skills, Workflow and Time management skills.
Question 5c: How can you ensure sufficient clean, undamaged crockery supplies are available during the service period in the kitchen? List any ten points.
Satisfactory response
Yes ☐
No ☐
Question 6a: You are going to open an Indian restaurant and have hired an architect for the construction design. What food safety guidelines will you give them about the following so your restaurant adheres to the Food Safety Standards? 1. Water supply 2. Lighting 3. Floors 4. Handwashing facilities 5. Refrigeration (Max 50 words each)
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐
No ☐ No ☐ No ☐ No ☐ No ☐
Question 6b: How do you clean and sanitise the following kitchen surfaces and food preparation and storage areas: 1. Floors (list eight) 2. Walls (list seven) 3. Benches and working surfaces (list six) 4. Fridges and freezers (list five)
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐
No ☐ No ☐ No ☐ No ☐
Question 6c: List a few common kitchen pests (any 3). List some areas in a commercial kitchen where pests may be found (any 5).
Satisfactory response
Yes ☐
No ☐
Question 6d: List ten steps you will follow to safely and effectively clean areas of any animal or pest waste.
Satisfactory response
Yes ☐
No ☐
Question 6e: Answer the following questions: i. What should you do in case of identifying a pest in the kitchen? (list two steps) ii. List five points to make pest control more effective.
Satisfactory response
i. Yes ☐ ii. Yes ☐
No ☐ No ☐
Question 7a: In the context of using chemicals safely, what are the ‘five do’s’ that kitchen staff need to follow while working in the kitchen?
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐
No ☐ No ☐ No ☐ No ☐ No ☐
Do’s
Question 7b: List 8 items of cleaning equipment and consumables used in a kitchen. List five points to keep in mind while using such equipment.
Satisfactory response
Yes ☐
No ☐
Question 7c: Complete the table below with three main pieces of major electrical cleaning equipment used in commercial kitchens and their functions, features, and safe operation.
Question 7d: List six safe practices for using different types of cleaning and sanitising products, chemicals, and hazardous substances in the kitchen:
Satisfactory response
Yes ☐
No ☐
Question 7e: In the context of safe storage of different cleaning and sanitising products, chemicals and hazardous substances, fill in the gaps with appropriate words. stacked dated flammable access sunlight top personal protective equipment ventilated nature heat labelled trained cabinets First Aid eyewash eye level
1. All hazardous chemicals must be properly ______________ with the chemical’s ______________ and hazard warnings. 2. ______________ materials must be stored in an approved, dedicated storage cabinet or room with access only to the concerned personnel. 3. Chemicals must not be stored on the ______________ shelves above ______________. 4. Chemicals must not be ______________ one above the other, must not be stored in corridors, and must not block or restrict ______________ to doors, lifts, stairways, or office areas. 5. Acids must be stored in appropriate acid ______________. 6. Highly odorous chemicals must be stored in a ______________ cabinet. 7. All chemicals must be labelled and ______________ when received and opened. 8. ______________ supplies, emergency phone numbers, ______________, emergency shower equipment, fire extinguishers, spill clean-up supplies, and PPE (______________) must be readily available to the ______________ personnel. 9. Keep all stored chemicals away from ______________ and direct ______________.
Question 8a: PPE stands for Personal Protective Equipment. In this context, fill in the gaps below: rubber aprons face mask earplugs or earmuffs rubber or reusable gloves safety footwear goggles or glasses protective clothing must be worn hands must we washed before returning to work hair protection must be worn in this area
1. Use ______________ when cleaning with caustic chemicals. 2. Use __________________________ when cleaning with caustic chemicals, cleaning up broken glass or handling waste. 3. When cleaning chemicals or working in areas with toxic fumes, a disposable face mask is needed. 4. Use protective clothing such as ______________ as required to protect clothing or skin. 5. Use ______________ with non-slip soles when cleaning. 6. Use hearing protection such as earplugs or earmuffs to protect ears when using vacuum cleaners or floor polishers for extended periods. 7. Identify Image 1 – __________________________. 8. Identify Image 2 – __________________________. 9. Identify Image 3 – __________________________. Img 1 Img 2 Img 3
Question 8b: Briefly discuss the purpose of the following personal protective equipment used when cleaning: 1. Safety goggles, masks, and face shields (30-50 words) 2. Gloves: (100-150 words) 3. Safety Shoes (30-50 words) 4. Aprons (80-100 words)
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐
No ☐ No ☐ No ☐ No ☐
PPE Purpose Safety goggles, masks, and face shields Gloves: a. Dishwashing gloves b. Cut-resistant gloves c. Freezer gloves d. Oven Mitts Safety Shoes Aprons
Question 8c: Identify the following PPE from the images below.
Question 8d: Answer the following questions: i. What is manual handling? State five causes of injuries due to poor manual handling techniques in the kitchen. (30-50 words) ii. List five preventive measures to avoid injuries or accidents identified in part (i).
Satisfactory response
i. Yes ☐ ii. Yes ☐
No ☐ No ☐
Question 8e: Performed incorrectly, manual handling can stress the body and cause serious injury. Discuss each step 1-5 below on the best practice when lifting heavy boxes safely and avoiding injuries in the kitchen while cleaning the premises in one to two sentences.
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐
No ☐ No ☐ No ☐ No ☐ No ☐
Question 8f: What are the safe manual handling techniques to observe when bending while cleaning equipment? (40-80 words)
Satisfactory response
Yes ☐
No ☐
Question 9a: How can you reduce negative environmental impacts by efficiently using the following resources: (List 6 points each) 1. Water 2. Energy 3. Food
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐
No ☐ No ☐ No ☐
Resources Efficient use of the following resources Water Energy Food
Question 9b: The picture below shows three garbage bins commonly used in commercial kitchens. In the table below, identify what each bin is designated for and fill in five items that can and cannot go in those bins.
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐
No ☐ No ☐ No ☐ No ☐ No ☐
S.noGreen Bin – Green Bin – Green Bin – Can goCannot goCan goCannot goCan goCannot go 1. 2. 3. 4. 5.
Question 9c: Commercial kitchens have many stations focusing on diverse types of food, which means different ways of preparing food and minimising food waste. Briefly discuss six ways of minimising food waste. (150-200 words)
Satisfactory response
Yes ☐
No ☐
Question 9d: Briefly discuss procedures for correct, safe, and environmentally sound disposal methods for the following: (Max 50-60 words each) 1. Food waste 2. Contaminated food 3. Fats and oils 4. Cleaning agents & Chemicals
Satisfactory response
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐
No ☐ No ☐ No ☐ No ☐
Kitchen waste Correct and environmentally sound disposal methods Food waste Contaminated food Fats and oils Cleaning agents & chemicals
Question 9e: In the table below, match the provided key terms in Column 1 with appropriate statements in column 2.
Satisfactory response
Yes ☐
No ☐
Column 1 (Key terms)AnswerColumn 2 (Description or correct method) 1. HAZCHEM labels a. Spoiled food can be used better before heading to landfills. If food has already turned bad, consider creating compost or fertiliser before throwing it away. 2. Reduce b. Empty and place in the yellow-lidded recycling bin. 3. Reuse c. Food waste can be minimised by pre-planning food orders and only buying what is needed, and by offering portion sizes that will not end up as plate waste 4. Recycle d. Place them in the landfill bin, or take them to the local supermarket to recycle plastic bags and soft scrunch able plastics. 5. Glass bottles and jars e. Empty and place in the yellow-lidded recycling bin. 6. Plastic bags f. Hazardous substances must carry warning labels regarding the level and type of danger. 7. Tin or aluminium containers g. Place in the yellow-lidded recycling bin. 8. Paper and cardboard h. Think of secondary uses before throwing food into the rubbish in landfills.
Question 9f: Complete the following sentences by filling in the blanks with appropriate words from below. bins collection disposal liquid pick-up composted bottles vendor grease scraps drains environmental cardboard biodegradable recycling supermarket
1. Empty milk crates, bread crates, oil drums, beer barrels and kegs should be organised for regular __________________ by the __________________. 2. Soft food __________________ should be put through a waste __________________ unit. 3. Rubbish compactors and __________________ traps should be regularly cleaned. 4. Fats and oils should not be poured down __________________ or in garbage __________________. The establishment should arrange proper __________________ or disposal of __________________ waste. 5. Food scraps that cannot be used can be __________________ if viable for the establishment. Composting reduces the __________________ impact. 6. Recycle materials such as paper, __________________, cans, __________________, and other containers in the correct __________________ bins. 7. Environmentally friendly cleaning products do not harm the environment after we wash them down the sink. They may be labelled __________________, ‘non-toxic’ or ‘green’. 8. To dispose of soft plastics, place them in the landfill bin or take them back to a local __________________ for recycling.
SITHKOP009 Clean kitchen premises and equipment
Question 10: Student are required to access the Feast of Flavours website (refer to task 2 for log in details) and food safety standards and retrieve the relevant documents to answer the provided questions in the table.
Satisfactory response
Yes ☐
No ☐
Organisation specific information Answers List five contents of the cleaning schedule of Feast of Flavours Procedures for disposing of contaminated food (10-20 words) Reporting mechanisms for infestations (10-20 words) Standards of presentation for the premises. List any four (refer to the food safety standards followed by Feast of Flavours).
SITHKOP009 Clean kitchen premises and equipment
Unit Assessment Result Sheet (UARS)
Outcome of Unit Assessment Task (UAT)
First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student
Student Declaration
declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. have kept a copy of all relevant notes and reference material that I used as part of my submission. have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration
I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________
SITHKOP009 Clean kitchen premises and equipment
UAT 2 – Practical Demonstration
SITHKOP009 Clean kitchen premises and equipment
Pre-assessment checklist
Purpose
The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the complaints and appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
Student declaration
I confirm that the Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.
Student signature
Date
SITHKOP009 Clean kitchen premises and equipment
Assessment task instructions
SITHKOP009 Clean kitchen premises and equipment
Assessment type:
Practical Demonstration
Instructions provided to the student:
Assessment task description:
Applicable conditions:
assessment task.
Resubmissions and reattempts:
Where a student’s performance is deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Assessor must note any such submissions.
Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
For more information, please refer to the RTO Student Handbook.
Location:
This assessment task may be completed in (tick the relevant box):
☐ Learning Management System
☐ Classroom
☐ Simulated learning environment
☐ Workplace
Other: ____________________________________
SITHKOP009 Clean kitchen premises and equipment
Purpose of the assessment:
Purpose of this Practical Demonstration is to check skills and knowledge related to performance criteria and performance evidence of the unit.
General Instructions for attempting the Practical Demonstration:
Resources required to complete the assessment task:
Computer
Internet
MS Word
Skills must be demonstrated in an operational commercial kitchen. This can be: an industry workplace; ora simulated industry environment, such as an industry-realistic training kitchen servicing customers. Assessment must ensure access to: commercial kitchen with food preparation and storage areas with floor, walls and shelvesfixtures and large equipment:commercial blender, mixer and attachmentscommercial dishwashercommercial grade work benchescommercial oven with timer and trays:convectionmicrowavecommercial refrigeration facilities:freezerfridgedeep-fryersinkgas, electric or induction stove topstorage facilities:shelvingtraysslicing machinesmall equipment:cutting boardknives and cleaversscalesscoops, skimmers and spidersservice-waresmall utensils:spoons and ladlestemperature probethermometerpersonal protective equipmentcleaning materials and equipment:cleaning clothscommercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areasdustpans and broomsgarbage bins and bagsmops and bucketssponges, brushes and scourerstea towelswaste sink for mopsorganisational specifications:equipment manufacturer manualsfood safety policiescurrent commercial stock control procedures and documentation for ordering, monitoring and maintaining cleaning stockcommercial cleaning schedulesSDS for cleaning agents and chemicals and plain English workplace documents or diagrams that interpret the content of SDS.
SITHKOP009 Clean kitchen premises and equipment
Scenario:
Feast of Flavours story Feast of Flavours was begun when three school friends met for a drink, and the idea of opening a world-class restaurant was conceived with a little help from a bottle of Pinot Noir. After three years and innumerable ups and downs, Feast of Flavours was born. Objective Feast of Flavours aims to create a culinary experience that gives people the most delicious dining experience possible. At Feast of Flavours, customers will discover the world’s flavours and various unique cultures. It is an amalgamation of cuisines from around the globe under one roof with an ambience designed to complement the culinary joy diners will feel. Feast of Flavours will delight patrons who enjoy exploring and experimenting with flavours. Menu options The Feast of Flavours menu ranges from a variety of local cuisines to ones from across the globe, carefully chosen to be a part of Breakfast, Lunch and Dinner. The restaurant ambience is beautifully crafted with soft lighting, artistic decorations, and elegant design. The menu has been fashioned by a Michelin 3-star chef and their team, including world-class chefs worldwide. At Feast of Flavours, you can also find cocktails and beverages curated to give a unique experience with each slow slip. A complete list of the menu options can be located at the Feast of Flavours simulated website. Meetings & Events Feast of Flavours is acknowledged as an industry leader delivering the best food service to its customers. The restaurant is also equipped to handle private or corporate events including team outings, birthday parties, or special celebrations. Customers can choose from the below options to book for their upcoming event. The restaurant is determined to cater for any customer within 2 minutes of their arrival and serve delicious food and drinks within 15 minutes of the order. All staff at the Feast of Flavours are required to follow the below mentioned legislation, regulatory requirements and the code of practice and for further information refer to the mentioned links: https://www.legislation.gov.au/Details/C2022C00082https://www.safeworkaustralia.gov.au/doc/model-whs-regulationshttps://www.legislation.gov.au/Details/F2021C00897Model Code of Practice: How to manage work health and safety risks. Model Code of Practice: Hazardous manual tasks. Model Code of Practice: Managing the risks of falls at workplaces Model Code of Practice: Work health and safety consultation, cooperation and coordination Model Code of Practice: Managing the work environment and facilities Model Code of Practice: Managing the risks of falls at workplaces https://www.foodstandards.gov.au/industry/safetystandards/pages/default.aspx Assume that you are working as a kitchen hand in Feast of Flavours. Some of the tasks you perform daily include cutting vegetables, washing dishes, and cleaning kitchen equipment and the premises. You are required to read and understand the given scenarios and policies and procedures to complete the activities below.
Simulated Business Website The assessment tasks below use a simulated business website named Feast of Flavours. To access the website, you need to log in by using the below-provided link: http://feastofflavours.vetadvisorygroup.com/ Step 1: Navigate to the website and click “Login”. Step 2: Enter the username and password provided by your trainer. Your trainer will also provide you with the simulated business website information document that will help you to navigate through the website. You need to refer to the following policies and procedures to complete the provided activities:
SITHKOP009 Clean kitchen premises and equipment
Activity 1:Clean and sanitise kitchen premises and equipment. (Occasion 1)
SITHKOP009 Clean kitchen premises and equipment
Additional Scenario
You need to clean and sanitise the kitchen equipment and premises by managing your own speed, timing, and productivity according to the organisational policies and procedures and the cleaning schedules (refer to the simulated website). While doing the cleaning tasks, you also need to deal with the following situations: Situation 1: Handling Breakage While cleaning and sanitising the service ware you accidentally drop a plate and break it. You must correctly dispose of the broken or chipped service ware and report losses to your supervisor. Situation 2: Handling Pest Waste While cleaning and sanitising the kitchen floors, you discover some pest droppings. You must correctly and safely dispose of the pest waste and report the incident to your supervisor orally. Situation 3: Handling Chemical Accident While cleaning kitchen surfaces, you accidentally spill some cleaning agent on the floor. You must contain this chemical spill safely and correctly and report the incident to your supervisor. Situation 4: Creating Chemical Order At the end of the task, you are to check all chemical stocks and create an order to replace out-of-stock cleaning materials in the attached template.
Your task
Purpose You must clean and sanitise the kitchen equipment and premises in this assessment task. You also need to handle situations 1-4 correctly, safely and accurately. Your trainer/assessor will assess your performance. Note: This assessment will occur under workplace conditions or in a simulated workplace, whichever meets the RTO requirements Roles and responsibilitiesKitchen Attendant: Assume that you are working as a kitchen hand in Feast of Flavours Restaurant assisting the chefs. Some of the tasks you perform daily include cutting vegetables, washing dishes, and cleaning kitchen equipment and the premises. Kitchen Manager Your trainer will act as the kitchen manager, your supervisor and your point of contact for reporting any issues. Tasks to be performed In this assessment task, you are required to clean and sanitise the kitchen equipment and premises. Your trainer/assessor will assess your performance. The student is required to follow cleaning schedules to clean the following kitchen items Student must clean and sanitise the above using different types of cleaning agents and chemicals suitable for kitchens and equipment and selecting and using the correct personal protective equipment. Student must finish the cleaning tasks within commercial time constraints. Throughout this cleaning task, the following techniques and conditions must be included: 1. Firstly, start by cleaning large items of kitchen equipment listed above. and store it in its designated place. 2. Next, clean the service ware and utensils listed above. 3. Next, clean the kitchen surfaces listed above. 4. Sort and dispose the waste. 5. Overall – All through the task:
You will be required to complete and/or attach.
When submitting the completed assessment, the students must take a photo of the before and after the cleaned kitchen and submit it to the trainer as part of their assessment. Submit the completed chemical order in the attached template to replace out-of-stock cleaning materials.
Timeframe
Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.
[Company Name] [Contact or Department] [Street Address] [City, ST ZIP] Phone: (000) 000-0000 Fax: (000) 000-0000
[Name] [Company Name] [Street Address] [City, ST ZIP] [Phone]
REQUISITIONER
SHIP VIA
F.O.B.
SHIPPING TERMS
ITEM #
DESCRIPTION
QTY
UNIT PRICE
TOTAL
–
–
–
–
–
–
–
Comments or Special Instructions
SUBTOTAL
TAX
–
SHIPPING
–
OTHER
–
TOTAL
$ 00.00
If you have any questions about this purchase order, please contact [Name, Phone #, E-mail]
SITHKOP009 Clean kitchen premises and equipment
Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Trainer name:Date:
Activity 1: Clean and sanitise kitchen premises and equipment.
Satisfactory / Not Satisfactory
Trainer/Assessor Comments
1. Clean and sanitise kitchen equipment.
1.1 According to the cleaning schedule and product safety data sheets, choose appropriate cleaning agents, chemicals, and personal protective equipment.
1.2 To ensure the safety of the food cooked and served to clients, kitchen equipment must be cleaned and sanitised. Dishwasher Student ensured the following: Ovens Student ensured the following Stovetops Student ensured the following Microwave Student ensured the following Fridges Student ensured the following Freezers Student ensured the following Deep Fryer Student ensured the following
1.3 Place clean equipment in its designated location.
2. Clean service ware and utensils.
2.1. Sort the dishware and utensils, then put the right items in the dishwasher.
2.2. Anything not suitable for the dishwasher should be hand washed.
2.3 Within the boundaries of your authority, dispose of any broken or chipped service ware and notify your supervisor of any losses.
2.4 Throughout the service time, ensure there are always clean enough, undamaged crockery supplies.
3. Clean and sanitise kitchen premises.
3.1 To maintain the security of the food made and served to customers, kitchen surfaces, food preparation spaces, and storage facilities must be cleaned and sanitised following the cleaning schedule. :and food particles.Student ensured the following:warning signs and closed the area. thoroughly.walls with cleaning towels and broom.
3.2 Clean up any animal or pest waste in the vicinity and report any infestations.
3.3 In the event of a chemical accident, follow safety protocols.
3.4. To prevent contamination of food stocks, sort and properly discard kitchen garbage.
4. Work safely and reduce negative environmental impacts.
4.1 Use cleaning products, chemicals, and tools safely and per the manufacturer’s directions.
4.2. When cleaning equipment and kitchen premises, put on personal protective equipment and use safe manual handling practices. equipment when cleaning equipment and premises.
4.3. Reduce adverse environmental effects by efficiently using energy, water, and other resources.
4.4. Separate recyclables from organic kitchen trash and put them in the appropriate recycling bins. .4.1 Student correctly sorted all waste into categories – food waste, general waste, recyclables and hazardous waste.
4.5. To minimise environmental harm, correctly and safely dispose of hazardous kitchen waste. .5.1 Student safely and correctly disposed of hazardous kitchen waste.
5. Overall Performance
5.1 Student efficiently sequenced the stages of cleaning kitchen equipment and premises. 5.2 Student managed own speed, timing and productivity. 5.3 Student performed the above cleaning tasks using different cleaning agents and chemicals suitable for kitchens and equipment. 5.4 Student performed the above cleaning tasks using cleaning and sanitising methods for kitchens and equipment. 5.4 Student performed the above cleaning tasks selecting and using correct personal protective equipment. 5.5 Student completed all cleaning tasks within commercial time constraints as specified by trainer. 5.6 Student checked current chemical levels and completed order to replace out-of-stock cleaning materials
SITHKOP009 Clean kitchen premises and equipment
Activity 2: Clean and sanitise kitchen premises and equipment. (Occasion 2)
Additional Scenario
You must clean and sanitise the kitchen equipment and premises while managing your own speed, timing, and productivity according to the organisational policies and procedures and the cleaning schedules. While doing the cleaning tasks, you also need to deal with the following situations: Situation 1: Handling Breakage While cleaning and sanitising the service ware you accidentally drop a plate and break it. You must correctly dispose of the broken or chipped service ware and report losses to your supervisor. Situation 2: Handling Pest Waste While cleaning and sanitising the kitchen floors, you discover some pest droppings. You must correctly and safely dispose of the pest waste and report the incident to your supervisor orally. Situation 3: Handling Chemical Accident While cleaning kitchen surfaces, you accidentally spill some cleaning agent on the floor. You must contain this chemical spill safely and correctly and report the incident to your supervisor. Situation 4: Creating Chemical Order At the end of the task, you are to check all chemical stocks and create an order to replace out-of-stock cleaning materials in the attached template.
Your task.
Purpose In this assessment task, you must clean and sanitise the kitchen equipment and premises. You also need to handle situations 1-4 correctly, safely and accurately. Your trainer/assessor will assess your performance. Note: This assessment will occur under workplace conditions or in a simulated workplace, whichever meets the RTO requirements Roles and responsibilitiesKitchen Attendant: Assume that you are working as a kitchen hand in Feast of Flavours Restaurant assisting the chefs. Some of the tasks you perform daily include cutting vegetables, washing dishes, and cleaning kitchen equipment and the premises. Kitchen Manager Your trainer will act as the kitchen manager, your supervisor, and your point of contact for reporting any issues. Tasks to be performed In this assessment task, you are required to clean and sanitise the kitchen equipment and premises. Your trainer/assessor will assess your performance. The student is required to follow cleaning schedules to clean the following kitchen items Student must clean and sanitise the above using different types of cleaning agents and chemicals suitable for kitchens and equipment and selecting and using the correct personal protective equipment. Student must finish the cleaning tasks within commercial time constraints. Throughout this cleaning task, the following techniques and conditions must be included: 1. Firstly start by cleaning the large kitchen equipment listed above. 2. Next clean the service ware and utensils listed above. 3. Next clean the kitchen surfaces listed above. 4. Sort and dispose the waste. and correctly while minimising negative environmental impacts. 5. Overall – All through the task:
You will be required to complete and/or attach.
When submitting the completed assessment, the students must take a photo of the cleaned kitchen and submit it to the trainer as part of their assessment. Submit the completed chemical order in the attached template to replace out-of-stock cleaning materials.
Timeframe
Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.
[Company Name] [Contact or Department] [Street Address] [City, ST ZIP] Phone: (000) 000-0000 Fax: (000) 000-0000
[Name] [Company Name] [Street Address] [City, ST ZIP] [Phone]
REQUISITIONER
SHIP VIA
F.O.B.
SHIPPING TERMS
ITEM #
DESCRIPTION
QTY
UNIT PRICE
TOTAL
–
–
–
–
–
–
–
Comments or Special Instructions
SUBTOTAL
TAX
–
SHIPPING
–
OTHER
–
TOTAL
$ 00.00
If you have any questions about this purchase order, please contact [Name, Phone #, E-mail]
SITHKOP009 Clean kitchen premises and equipment
Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Trainer name:Date:
Activity 1: Clean and sanitise kitchen premises and equipment.
Satisfactory / Not Satisfactory
Trainer/Assessor Comments
1. Clean and sanitise kitchen equipment.
1.1 According to the cleaning schedule and product safety data sheets, choose appropriate cleaning agents, chemicals, and personal protective equipment.
1.2 To ensure the safety of the food cooked and served to clients, kitchen equipment must be cleaned and sanitised. Dishwasher Student ensured the following: Ovens Student ensured the following Stovetops Student ensured the following Microwave Student ensured the following Fridges Student ensured the following Freezers Student ensured the following Deep Fryer Student ensured the following
1.3 Place clean equipment in its designated location.
2. Clean service ware and utensils.
2.1. Sort the dishware and utensils, then put the right items in the dishwasher.
2.2. Anything not suitable for the dishwasher should be hand washed.
2.3 Within the boundaries of your authority, dispose of any broken or chipped service ware and notify your supervisor of any losses.
2.4 Throughout the service time, ensure there are always clean enough, undamaged crockery supplies.
3. Clean and sanitise kitchen premises.
3.1 To maintain the security of the food made and served to customers, kitchen surfaces, food preparation spaces, and storage facilities must be cleaned and sanitised following the cleaning schedule. :and food particles.Student ensured the following:warning signs and closed the area. thoroughly.walls with cleaning towels and broom.
3.2 Clean up any animal or pest waste in the vicinity and report any infestations.
3.3 In the event of a chemical accident, follow safety protocols.
3.4. To prevent contamination of food stocks, sort and properly discard kitchen garbage.
4. Work safely and reduce negative environmental impacts.
4.1 Use cleaning products, chemicals, and tools safely and per the manufacturer’s directions.
4.2. When cleaning equipment and kitchen premises, put on personal protective equipment and use safe manual handling practices. equipment when cleaning equipment and premises.
4.3. Reduce adverse environmental effects by efficiently using energy, water, and other resources.
4.4. Separate recyclables from organic kitchen trash and put them in the appropriate recycling bins. .4.1 Student correctly sorted all waste into categories – food waste, general waste, recyclables and hazardous waste.
4.5. To minimise environmental harm, correctly and safely dispose of hazardous kitchen waste. .5.1 Student safely and correctly disposed of hazardous kitchen waste.
5. Overall Performance
5.1 Student efficiently sequenced the stages of cleaning kitchen equipment and premises. 5.2 Student managed own speed, timing and productivity. 5.3 Student performed the above cleaning tasks using different cleaning agents and chemicals suitable for kitchens and equipment. 5.4 Student performed the above cleaning tasks using cleaning and sanitising methods for kitchens and equipment. 5.4 Student performed the above cleaning tasks selecting and using correct personal protective equipment. 5.5 Student completed all cleaning tasks within commercial time constraints as specified by trainer. 5.6 Student checked current chemical levels and completed order to replace out-of-stock cleaning materials
SITHKOP009 Clean kitchen premises and equipment
Unit Assessment Result Sheet (UARS)
Outcome of Unit Assessment Task (UAT)
First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student
First attempt:Second attempt:
Student Declaration
I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration
I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________
SITHKOP009 Clean kitchen premises and equipment
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