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 SITHCCC032A, 'Apply cook-chill production processes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply cook-chill production processes' 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 | Ensure goods received conform to appropriate food hygiene and health standards. | 1.1 | Determine temperatures of delivered goods by using temperature measuring devices and ensure that they are within specified tolerances. |
1.2 | Complete appropriate records according to enterprise practices and regulatory requirements. | ||
1.3 | Receive and check meats, dairy and perishables against requisition docket for quality and freshness as per enterprise specifications. | ||
2 | Prepare and cook food to safe industry standards. | 2.1 | Cook food to specified internal temperatures. |
2.2 | Keep microbiological and chemical changes within safe tolerances. | ||
2.3 | Maintain the quality of food consistently at the optimum level in terms of taste and appearance. | ||
3 | Chill cooked food. | 3.1 | Meet time and temperature standards for blast and water-bath chilling. |
3.2 | Ensure that food quality is maintained throughout the chilling process. | ||
4 | Store cooked food under refrigeration. | 4.1 | Meet time and temperature standards for storage. |
4.2 | Ensure that spoilage is minimised. | ||
4.3 | Store food dynamically (first in-first out). | ||
4.4 | Select appropriate containers for storage. | ||
4.5 | Ensure that labelling is correct and clear. | ||
4.6 | Monitor storage temperatures to ensure they are correct. | ||
5 | Distribute cook-chill products. | 5.1 | Where necessary, transport food from production kitchen to outlets by refrigerated transport or insulated containers. |
5.2 | Maintain safe handling of food throughout the distribution cycle. | ||
5.3 | Check and record temperature levels at dispatch and receiving. | ||
5.4 | Observe requirements of hazard analysis and critical control points (HACCP) or other food safety program during the entire cook-chill cycle, including protecting food from the temperature danger zone. | ||
6 | Re-thermalise (reheat) cook-chill food products. | 6.1 | Execute re-thermalisation of food to standard guidelines using appropriate methods. |