SITHPAT006 Produce desserts | My Assignment Tutor


Student Name: _____________________________ Student ID: ___________________________
Received by Australian College of Trade:
NAME: __________________________________ Signature: _________________________ Date: __________
UNIT: SITHPAT006 Produce desserts

Unit Result Record Sheet
SITHPAT006 Produce desserts

Student Name:
BLOCK Print

Student Number:
BLOCK Print

Assessment
Completed
(Evidence must be
in students file)
Result
Date
Assessed
Reassessment
Completed
(If required)
(Evidence must be in
students file)
Result
Date
Reassessed

Satisfactory
Not Yet
Satisfactory
Satisfactory
Not Yet
Satisfactory

Written Assessment
Questions

Summative Written
Assessment Questions

Summative Practical
Demonstration of Skills

Result for unit
Competent Not Yet Competent

Assessor Name:
& Signature
Signature:

Date result
reached:

Comments:

Student Declaration:
I declare that:
• I was made aware of all assessment requirements for this/these unit/s
• I have received feedback from my assessor on the results of each individual assessment task and my overall result
for this/these unit/s
• I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet
satisfactorily completed
• All work for assessment tasks submitted for this unit is my own with no part of any assessment being
copied/plagiarised from another person’s work, except where authorized and listed/referenced

Student Signature:

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SITHPAT006
Produce desserts
Learner Workbook
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VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
Table of Contents
Table of Contents…………………………………………………………………………………………………………. 2
Instructions to Learner…………………………………………………………….. Error! Bookmark not defined.
Assessment instructions ………………………………………………………… Error! Bookmark not defined.
Assessment requirements ………………………………………………………………………………………………..6
Observation/Demonstration ………………………………………………………………………………………….. 7
Third Party Guide…………………………………………………………………………………………………………. 8
Third party details (required information from the learner)………………………………………………….8
Activities ……………………………………………………………………………………………………………………. 9
Activity 1A ………………………………………………………………………………………………………………………9
Activity 1B …………………………………………………………………………………………………………………….10
Activity 1C …………………………………………………………………………………………………………………….11
Activity 2A …………………………………………………………………………………………………………………….13
Activity 2B …………………………………………………………………………………………………………………….14
Activity 2C …………………………………………………………………………………………………………………….15
Activity 3A …………………………………………………………………………………………………………………….16
Activity 3B …………………………………………………………………………………………………………………….17
Activity 3C …………………………………………………………………………………………………………………….18
Activity 4A …………………………………………………………………………………………………………………….19
Activity 4B …………………………………………………………………………………………………………………….20
Activity 4C …………………………………………………………………………………………………………………….21
Activity 4D …………………………………………………………………………………………………………………….22
Activity 4E……………………………………………………………………………………………………………………..23
Activity 5A …………………………………………………………………………………………………………………….24
Activity 5B …………………………………………………………………………………………………………………….25
Activity 5C …………………………………………………………………………………………………………………….26
Activity 5D …………………………………………………………………………………………………………………….27
Activity 5E……………………………………………………………………………………………………………………..28
Activity 5F……………………………………………………………………………………………………………………..29
Activity 5G…………………………………………………………………………………………………………………….30
Activity 5H…………………………………………………………………………………………………………………….31
Activity 5I ……………………………………………………………………………………………………………………..32
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Summative Assessments ……………………………………………………………………………………………… 33
Section A: Skills Activity ………………………………………………………………………………………………….34
Section B: Knowledge Activity (Q & A)………………………………………………………………………………36
Section C: Performance Activity……………………………………………………………………………………….55
Workplace Documentation – for learner…………………………………………………………………………. 58
Workplace documents checklist ………………………………………………………………………………………58
Supplementary Oral Questions (optional) – for assessor ……………………………………………………. 59
Competency record to be completed by assessor……………………………………………………………… 62
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions and address fully each assessment task. If any assessment task is
not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
➢ Address each question including any sub-points
➢ Demonstrate that you have researched the topic thoroughly
➢ Cover the topic in a logical, structured manner
➢ Your assessment tasks are well presented, well referenced and word processed
➢ Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
➢ Presenting any work by another individual as one’s own unintentionally
➢ Handing in assessments markedly similar to or copied from another learner
➢ Presenting the work of another individual or group as their own work
➢ Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
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Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
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Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Assessment requirements
Assessment can either be:
➢ Direct observation
➢ Product-based methods e.g. reports, role plays, work samples
➢ Portfolios – annotated and validated
➢ Questioning
➢ Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
➢ Supervisors
➢ Trainers
➢ Team members
➢ Clients
➢ Consumers.
The third-party observation must be submitted to your trainer/assessor, as directed.
The third-party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
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If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
➢ Performing a work-based skill or task
➢ Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
➢ Performing a skill or task that is asked of you
➢ Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
➢ Assessment is required in the workplace
➢ Where there are health and safety issues related to observation
➢ Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves. Documents relevant to collection of third-party evidence are included in
the Third-Party section in the Observations/Demonstrations document.
Third party details (where required from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to confirm food production requirements
from food preparation list and standard recipes

1. List the reasons why a food preparation list is a valuable tool.
2. List the information that can be found when referring to a recipe.

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Activity 1B

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to calculate ingredient amounts
according to requirements

Using the information from the recipe below, calculate the amount of ingredients that would be
needed if 10 servings were required. You may use rounding of amounts if necessary.
Millionaire’s Shortbread: Serves 4
For the shortbread:
➢ 225g plain flour
➢ 175g unsalted butter
➢ 75g caster sugar
For the topping:
➢ 150g butter
➢ 1 can of condensed milk
➢ 100g golden syrup
➢ 350g dark chocolate.

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Activity 1C

Estimated Time
30 Minutes

Objective
To provide you with an opportunity to identify and select ingredients from
stores according to recipe, quality, freshness and stock rotation requirements

1. Write down the attributes that may indicate a decline in quality for the following
ingredients:
➢ Butter
➢ Eggs
➢ Milk/cream
➢ Flour
➢ Chocolate
➢ Cocoa powder
➢ Dried fruit
➢ Yeast.

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2. Explain the difference between use-by dates, best-before dates and rotation labels.
3. What steps would you take with regards to stock rotation to minimise wastage?

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Activity 2A

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to select type and size of equipment
suitable to requirements

Create an equipment list for each of the following categories:
➢ Basic equipment – those items that are used for the creation of nearly every dish
➢ Additional equipment – those pieces that aren’t used as often or may be for specific
decoration techniques
➢ Disposables – equipment that may be required to create a dessert but cannot be reused.

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Activity 2B

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to safely assemble and ensure cleanliness
of equipment before use

1. List the precautions that should be taken when using electrical kitchen equipment.
2. According to section 3.2.3 of the Food standards code, what factors make equipment easier
to clean?

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Activity 2C

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to use equipment safely and hygienically
according to manufacturer instructions

1. Outline the process for the safe washing of knives.
2. What precautions should you take when removing items from machinery?
3. What steps can be taken to prevent electrocution and electrical fires?

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Activity 3A

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to sort and assemble ingredients
according to food production sequencing

1. Provide an overview of the ‘mise en place’ method of preparation
2. Within your workplace, locate a recipe and from it identify all the steps you would take to
ensure the ‘mise en place’ stage of food production was complete.

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Activity 3B

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to weigh and measure wet and dry
ingredients according to the recipe and quantity of desserts required

1. List the types of measuring and weighing equipment that may be used in a commercial
kitchen.
2. Within your workplace identify the weighing scales and ensure you know how to use and
read them correctly.

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Activity 3C

Estimated Time
10 Minutes

Objective
To provide you with an opportunity to minimise waste to maximise
profitability of desserts produced

Discuss steps that can be taken, both in the kitchen, and from menu, decisions to minimise
waste and maximise profit in the workplace.

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Activity 4A

Estimated Time
10 Minutes

Objective
To provide you with an opportunity to follow standard recipes, produce
desserts using cookery methods to achieve desired product characteristics

Create a list of cookery methods and preparation techniques that can be undertaken in order to
produce desserts.

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Activity 4B

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to follow special dietary recipes to
produce desserts for those with special dietary requirements

1. Create a list of special dietary requirements that you may be required to cater for when
producing and serving desserts
2. What are the 8 most common food allergens?
3. How can an establishment ensure they cater for special dietary requirements?

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Activity 4C

Estimated Time
10 Minutes

Objective
To provide you with an opportunity to produce hot and cold sauces to desired
consistency and flavour

Create a list of sauces that can be served with desserts.

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Activity 4D

Estimated Time
10 Minutes

Objective
To provide you with an opportunity to use thickening agents suitable for
sweet sauces

Provide an example of a thickener for each of the following categories:
➢ Starch thickeners
➢ Protein thickeners
➢ Other thickeners.

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VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
Activity 4E

Estimated Time
10 Minutes

Objective
To provide you with an opportunity to make food quality adjustments within
scope of responsibility

1. Define the scope of responsibility and identify your scope of responsibility for quality food
adjustments within your workplace.
2. List the types of adjustments that may be made to food.

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Activity 5A

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to portion desserts to maximise yield and
profitability of food production

1. Explain the aspects of dessert creation that can affect yield
2. What steps can be taken to ensure maximum profit from desserts made?

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Activity 5B

Estimated Time
10 Minutes

Objective
To provide you with an opportunity to use accompaniments that balance and
enhance taste and texture of desserts

Using your reading and wider work experience, create a list of appropriate accompaniments for
desserts

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Activity 5C

Estimated Time
10 Minutes

Objective
To provide you with an opportunity to select garnishes and decorations with
flavours and textures that complement desserts

Using your reading and wider work experience, create a list of appropriate garnishes and
decorations for desserts

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Activity 5D

Estimated Time
20 Minutes

Objective
To provide you with an opportunity to plate desserts, accompaniments and
garnishes attractively, with artistic flair appropriate for the occasion and the
item

1. Create a list of alternative tableware that could be used to serve desserts.
2. What aspects of serving desserts should be considered when plating?
3. Which artistic techniques can be employed to apply sauces to a plate?

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Activity 5E

Estimated Time
20 Minutes

Objective
To provide you with an opportunity to plate and decorate desserts for
practicality of service and customer consumption

What considerations should be made plating desserts for the practicality of service and
consumption? Make reference to tableware, height and structure and provide examples where
possible.

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Activity 5F

Estimated Time
20 Minutes

Objective
To provide you with an opportunity to visually evaluate desserts and adjust
presentation before serving

1. What are the five elements to plating a dish?
2. What questions may you ask yourself when visually evaluating a dish?
3. What steps can be taken to adjust presentation?

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Activity 5G

Estimated Time
20 Minutes

Objective
To provide you with an opportunity to display desserts with appropriate
sauces and garnishes

1. In which ways can desserts be displayed?
2. What factors should be considered when deciding on appropriate sauces and garnishes for
use in dessert displays?

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Activity 5H

Estimated Time
15 Minutes

Objective
To provide you with an opportunity to store desserts in appropriate
environmental conditions

1. What factors need to be considered when storing desserts?
2. How can light affect food?
3. What affects the rate of photodegradation?
4. What type of packaging and containers may be used for storing desserts?

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Activity 5I

Estimated Time
20 Minutes

Objective
To provide you with an opportunity to clean work area, and dispose of or
store surplus and re-usable by-products according to organisational
procedures, environmental considerations, and cost-reduction initiatives

1. Identify the two stages of effective cleaning and elaborate on each.
2. Discuss the way in which waste should be disposed of.
3. Discuss the ways in which produce can be reused to maximise profits and minimise the
environmental impact.

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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
➢ Skills – skill requirements, required skills, essential skills, foundation skills
➢ Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
➢ Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Reading skills to:
➢ Locate information in food preparation lists and standard recipes to determine preparation
requirements
➢ Locate and read date code and stock rotation labels
Writing skills to:
➢ Write notes on recipe requirements and calculations
Numeracy skills to:
➢ Calculate the number of portions
Planning and organising skills to:
➢ Efficiently sequence the stages of food preparation and production
Self-management skills to:
➢ Manage own speed, timing and productivity
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but the
learner should be able to demonstrate their competency in the unit requirements.
1. Within your workplace, locate one food preparation list and one standard recipe and identify
the food preparation requirements for each.
2. Within your workplace, identify and write down the date codes for five different products.
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3. Over the course of a day, maintain notes on the recipe requirements for any dishes you have
created as well as any calculations regarding ingredient amounts or portion sizes.
4. You are required to cater for 40 people for a dessert. You decide to serve tiramisu with
chocolate shavings, Chantilly cream and fresh strawberries. From the ingredients below,
calculate the portion size each person would receive for each ingredient:
➢ 5kg of prepared tiramisu
➢ 600g chocolate shavings
➢ 800g Chantilly cream
➢ 120 prepared slices of strawberry.
5. For a dessert commonly created at your workplace, identify all the steps that need to be taken
in order to complete the dish and in what sequence they should be done.
6. Under supervision, over the course of one service, manage your speed, time and productivity
efficiently so that the completion of your duties falls in line with those of other staff members.
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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
➢ Culinary terms and trade names for:
o variety of common desserts:
bavarois
crème brulee
crème caramel
crêpes
custards and creams
flans
fritters
ice-cream
meringues
mousse
parfait
pies
prepared fruit
puddings
sabayon
sorbet
soufflé
tarts
o ingredients commonly used to produce desserts
o substitute ingredients used to produce desserts for special dietary recipes:
gluten free flour
yeast-free flour
non-sugar sweeteners
➢ Common special dietary requirements which must be considered when producing
desserts:
o fat free
o low carbohydrate
o low fat
o low gluten
o gluten free
o low kilojoule
o low sugar
o sugar free
o type one and two diabetic
o vegan
➢ Meaning of:
o food allergy
o food intolerance
➢ Key health and legal consequences of failing to address special requirements
➢ Contents of stock date codes and rotation labels
➢ Cookery methods used when preparing desserts:
o adding fats and liquids to dry ingredients
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VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
o baking
o chilling
o flambé
o freezing
o poaching
o reducing
o selecting and preparing appropriate dessert moulds
o steaming
o stewing
o stirring and aerating to achieve required consistency and texture
o using required amount of batter according to desired characteristics of finished
products
o weighing or measuring and sifting dry ingredients
o whisking, folding, piping and spreading
➢ Expected product characteristics of the classical and contemporary desserts specified in
the performance evidence:
o appearance
o colour
o consistency
o moisture content
o shape
o size
o structure
o taste
o texture
➢ Common garnishes and decorations used when preparing desserts:
o coloured and flavoured sugar
o fresh, preserved or crystallised fruits
o jellies
o shaved chocolate
o sprinkled icing sugar
o whole or crushed nuts
➢ Appropriate cooking temperatures and times for desserts
➢ Techniques to garnish, decorate, plate and present attractive desserts
➢ Indicators of freshness and quality of stocked ingredients for desserts
➢ Mise en place requirements for producing desserts
➢ Appropriate environmental conditions for storing desserts and re-usable by products of
their preparation to:
o ensure food safety
o optimise shelf life
➢ Safe operational practices using essential functions and features of equipment used to
produce desserts
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for but the learner
should be able to answer each question competently.
P a g e | 38
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
1. Create a glossary that defines culinary terms and trade names for:
➢ Variety of common desserts:
o Bavarois
o crème brulee
o crème caramel
o crêpes
o custards and creams
o flans
o fritters
o ice-cream
P a g e | 39
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
o meringues
o mousse
o parfait
o pies
o prepared fruit
o puddings
o sabayon
o sorbet
P a g e | 40
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
o soufflé
o tarts
➢ Ingredients commonly used to produce desserts
➢ Substitute ingredients used to produce desserts for special dietary recipes:
o gluten free flour
o yeast-free flour
o non-sugar sweeteners
P a g e | 41
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
2. List how within your workplace, desserts are created to meet the following dietary
requirements when requested:
➢ Fat free
➢ Low carbohydrate
➢ Low fat
➢ Low gluten
➢ Gluten free
➢ Low kilojoule
➢ Low sugar
P a g e | 42
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Sugar free
➢ Type one and two diabetic
➢ Vegan.
3. Explain the difference between food allergy and food intolerance.
4. What symptoms may an allergy or intolerance suffer if an establishment fails to cater to their
dietary requirements?
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VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
5. Provide an overview for how stock date codes and rotation labels are used within your
workplace or organisation
6. Write an overview for each of the following cookery and preparation methods:
➢ Adding fats and liquids to dry ingredients
➢ Baking
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VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Chilling
➢ Flambé
➢ Freezing
P a g e | 45
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Poaching
➢ Reducing
➢ Selecting and preparing appropriate dessert moulds
P a g e | 46
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Steaming
➢ Stewing
➢ Stirring and aerating to achieve required consistency and texture
P a g e | 47
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Using required amount of batter according to desired characteristics of finished products
➢ Weighing or measuring and sifting dry ingredients
➢ Whisking, folding, piping and spreading
P a g e | 48
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
7. Within your workplace, identify three commonly produced desserts and note the standards
for their characteristics. You must make reference to:
➢ Appearance
➢ Colour
➢ Consistency
➢ Moisture content
➢ Shape
➢ Size
➢ Structure
➢ Taste
➢ Texture.
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VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
P a g e | 50
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
8. Write an overview for each of the following garnishes and decorations. Where applicable,
include a method for creation, examples or garnishes and decorations and serving suggestions.
➢ Coloured and flavoured sugar
➢ Fresh, preserved or crystallised fruits
➢ Jellies
➢ Shaved chocolate and chocolate decoration
➢ Sprinkled icing sugar
➢ Whole or crushed nuts
➢ Spun sugar.
P a g e | 51
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
9. For 5 desserts made within your workplace or organisation, identify the appropriate cooking
temperatures and times for them.
10. Explain techniques that can used to plate desserts attractively and with creative flair.
P a g e | 52
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
11. How can the quality and freshness of dessert ingredients be assessed?
12. For a dessert created within your workplace, identify all the mise en place requirements.
13. For each of the items listed below, write down the optimum storage conditions in order to
optimise shelf life and maintain food safety:
➢ Unfrosted/undecorated cakes
➢ Cakes decorated with buttercream, ganache or fondant
➢ Cakes decorated with cream cheese or whipped cream
➢ Cooked fruit pies, crumbles and tarts
P a g e | 53
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Pies and tarts with meringue, custard or cream
➢ Puff pastry desserts
➢ Ice creams and sorbets
➢ Crème brulee and crème caramel
➢ Crêpes
➢ Soufflé
➢ Mousse and sabayon
➢ Flan.
P a g e | 54
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
14. List the safe operating practices and the functions of 5 pieces of equipment within your
workplace that are used in the preparation of desserts.
P a g e | 55
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following 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:
➢ Follow standard and special recipes to produce at least ten different desserts from the
common desserts listed in the knowledge evidence
➢ Ensure that at least two of the above desserts are produced to meet requirements of
different special dietary requirements as listed in the knowledge evidence
➢ Produce and use each of the following sauces at least once when preparing above range
of desserts:
o chocolate based sauces
o custards and crèmes
o flavoured butters and creams
o fruit purées, sauces or coulis
o fruit syrups
o sabayon and zabaglione
o sugar syrups
➢ Use each of the garnishes and decorations listed in the knowledge evidence at least
once when preparing above desserts
➢ Use appropriate cookery methods from the list in the knowledge evidence when
producing the above desserts
➢ Present desserts, accompaniments and garnishes attractively and decoratively
➢ Prepare above desserts:
o that are consistent in quality, size, shape and appearance
o within commercial time constraints
o reflecting required quantities to be produced
o following procedures for portion control and food safety practices when handling
and storing desserts
o responding to special customer requests and dietary requirements.
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but the
learner should be able to demonstrate their competency in the unit requirements.
1. Follow standard and special recipes to produce at least ten different desserts from the
common desserts listed below:
➢ Bavarois
➢ Crème brulee
➢ Crème caramel
➢ Crêpes
➢ Custards and creams
➢ Flans
➢ Fritters
P a g e | 56
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Ice-cream
➢ Meringues
➢ Mousse
➢ Parfait
➢ Pies
➢ Prepared fruit
➢ Puddings
➢ Sabayon
➢ Sorbet
➢ Soufflé
➢ Tarts.
2. From the list of desserts in question 1, produce two that meet the requirements of different
dietary requirements from the following:
➢ Fat free
➢ Low carbohydrate
➢ Low fat
➢ Low gluten
➢ Gluten free
➢ Low kilojoule
➢ Low sugar
➢ Sugar free
➢ Type one and two diabetic
➢ Vegan.
3. Produce and use each of the following sauces at least once when preparing the range of
desserts listed in question 1:
➢ Chocolate based sauces
➢ Custards and crèmes
➢ Flavoured butters and creams
➢ Fruit purées, sauces or coulis
➢ Fruit syrups
➢ Sabayon and zabaglione
➢ Sugar syrups.
4. Use each of the garnishes and decorations listed below at least once when preparing the
desserts from question 1:
➢ Coloured and flavoured sugar
➢ Fresh, preserved or crystallised fruits
➢ Jellies
➢ Shaved chocolate
➢ Sprinkled icing sugar
➢ Whole or crushed nuts.
5. Within your workplace, use appropriate cookery methods from the following list when
producing the desserts listed in question 1:
P a g e | 57
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
➢ Adding fats and liquids to dry ingredients
➢ Baking
➢ Chilling
➢ Flambé
➢ Freezing
➢ Poaching
➢ Reducing
➢ Selecting and preparing appropriate dessert moulds
➢ Steaming
➢ Stewing
➢ Stirring and aerating to achieve required consistency and texture
➢ Using required amount of batter according to desired characteristics of finished products
➢ Weighing or measuring and sifting dry ingredients
➢ Whisking, folding, piping and spreading.
6. Within your workplace, present desserts, accompaniments and garnishes attractively and
decoratively.
7. Within your workplace, prepare the desserts listed in question 1 ensuring:
➢ That they are consistent in quality, size, shape and appearance
➢ It is done so within commercial time constraints
➢ They reflect required quantities to be produced
➢ You follow procedures for portion control and food safety practices when handling and
storing desserts
➢ You respond to special customer requests and dietary requirements.
P a g e | 62
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019
Competency as recorded by Assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.

Learner’s name

Assessor’s name

Unit of Competence
(Code and Title)

Date(s) of assessment

Activities List 1A-1C, 2A-2C, 3A-3C, 4A – 4E, 5A – 5I
S
NS

Have the activities been answered and performed fully, as required to assess
the competency of the learner?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner for the
activities?
Yes No
(Please circle)

Comments from trainer/assessor:

Summative Assessments: Section A checklist
S
NS

Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)

Comments from trainer/assessor:

Summative Assessments: Section B checklist
S
NS

Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)

Comments from trainer/assessor:

Summative Assessments: Section C checklist
S
NS

Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)

SITHPAT006 PRODUCE DESSERTS
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VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

Comments from trainer/assessor:

Unit Result

Has the learner completed all required assessments to a satisfactory
standard?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner to
prove their competency across the entire unit?
Yes No
(Please circle)

Has the learner completed all required assessments to a satisfactory
standard?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner to
prove their competency across the entire unit?
Yes No
(Please circle)

Comments from trainer/assessor:

The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:

Authentic
Yes No
(Please circle)

Valid
Yes No
(Please circle)

Reliable
Yes No
(Please circle)

Current
Yes No
(Please circle)

Sufficient
Yes No
(Please circle)

The learner is deemed:
Not yet Competent
Competent

If not yet satisfactory, date for reassessment:

Comments from trainer/assessor:

Learner’s signature

Assessor’s signature

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