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 SITHCCC031A, 'Operate a fast food outlet'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate a fast food outlet' 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 | Prepare for service. | 1.1 | Review menu or product list to determine required food items for food outlet. |
1.2 | Check quantities and quality of products and fast food items and restock where necessary. | ||
1.3 | Carry out mise en place to ensure sufficient and appropriate food items are prepared in order to commence service. | ||
1.4 | Complete mise en place in an efficient and timely manner before service commences. | ||
1.5 | Meet ongoing requirements for additional food items at an appropriate time. | ||
1.6 | Display service area and food items in a clean, hygienic and attractive manner. | ||
1.7 | Check that personal presentation and hygiene requirements are met and maintained throughout service. | ||
1.8 | Carry out mise en place and cooking according to safety and hygiene requirements. | ||
2 | Serve customers. | 2.1 | Determine and meet customer requirements in terms of speed of service, quantity, quality, additions and modifications to standard recipes and special requirements. |
2.2 | Use customer service skills to provide polite, efficient and effective service to customers and colleagues. | ||
2.3 | Provide assistance to customers in selection of food items where required and provide information about certain substances in food that may cause harm to some individuals according to enterprise procedures and regulatory requirements. | ||
2.4 | Employ selling skills according to enterprise practices where required. | ||
2.5 | Operate equipment in a safe manner according to manufacturer instructions and principles of OHS. | ||
3 | Cook and prepare food. | 3.1 | Select and use appropriate equipment correctly and safely for particular cooking methods. |
3.2 | Select and assemble correct ingredients according to enterprise practices. | ||
3.3 | Employ appropriate cooking methods according to enterprise procedures. | ||
3.4 | Heat foods requiring reheating at the correct temperature for the required length of time, according to enterprise practices and food safety principles. | ||
3.5 | Organise work in consultation with other team members where appropriate, to ensure that food is prepared or cooked in a timely manner and ongoing customer service is provided. | ||
3.6 | Use portion control in order to minimise waste. | ||
4 | Present food. | 4.1 | Present food items attractively without drips or spills and according to enterprise requirements. |
4.2 | Portion food according to enterprise standards. | ||
4.3 | Present food in appropriate hot or cold storage or presentation equipment. | ||
5 | Store food. | 5.1 | Store food in the correct manner according to principles and practices of hygiene and food safety. |
5.2 | Monitor, account for and reorder stock when required. | ||
6 | Clean and maintain equipment. | 6.1 | Maintain equipment according to manufacturer instructions. |
6.2 | Clean equipment as required before, during and after completion of service. | ||