Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SITHCCC024B, 'Select, prepare and serve specialised cuisines'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Select, prepare and serve specialised cuisines' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA | ||
1 | Plan specialised cuisine. | 1.1 | Plan authentic menus and menu items for a specialised cuisine to meet enterprise and customer requirements and achieve an appropriate balance. |
1.2 | Take into account seasonal and general availability when developing menus and choosing menu items. | ||
1.3 | Price menu items to achieve satisfactory profit levels and satisfy enterprise requirements. | ||
1.4 | Develop promotional strategies to focus on menu items within a specialised cuisine. | ||
1.5 | Plan decor and setting according to specialised cuisine, cultural considerations and enterprise focus. | ||
2 | Select and purchase foods for menu items. | 2.1 | Select menu items that are appropriate to the cuisine style, taking into consideration quality, price, seasonal availability and enterprise requirements. |
2.2 | Source suitable suppliers of required standard and specialised food items. | ||
2.3 | Select suppliers according to range, quality, price and enterprise requirements. | ||
2.4 | Maximise profitability of menu items by negotiating purchase price of both one-off and regular purchases. | ||
2.5 | Purchase standard and specialised food items according to quality currently presented. | ||
2.6 | Minimise wastage through appropriate purchase and storage, taking into account any special requirements. | ||
3 | Select and use equipment and techniques for preparation, cooking and service. | 3.1 | Identify and use specialised equipment to produce authentic menu items. |
3.2 | Use appropriate presentation methods and utensils, according to the style and requirements of the cuisine. | ||
3.3 | Set and decorate tables according to cuisine and enterprise requirements. | ||
4 | Prepare, cook and serve a range of menu items. | 4.1 | Prepare and cook a range of authentic menu items, typical of a specialised cuisine, using preparation, cookery and service techniques in keeping with the cuisine style. |
4.2 | Observe steps, cultural requirements and major issues in the preparation, cooking and service of specialised cuisines. | ||
4.3 | Prepare appropriate accompaniments and garnishes required for specific menu items. | ||
4.4 | Serve menu items in correct sequence, using appropriate accompaniments and garnishes. | ||
5 | Implement safe and hygienic practices. | 5.1 | Identify potential hygiene and safety problems and take appropriate preventative measures to eliminate risks in producing specialised cuisines. |
5.2 | Store foods according to health regulations and product and enterprise requirements. | ||