Prepare food to meet specialdietaryrequirements | My Assignment Tutor

UnitResultRecordSheet SITHCCC018PreparefoodtomeetspecialdietaryrequirementsStudentName: BLOCKPrintStudentNumber: BLOCKPrintAssessmentCompleted(Evidence must beinstudentsfile)ResultDateAssessedReassessmentCompleted(Ifrequired)(Evidence must be instudents file)ResultDateReassessedSatisfactoryNot YetSatisfactorySatisfactoryNot YetSatisfactoryWrittenAssessment QuestionsSummativeWritten AssessmentQuestionsSummativePractical DemonstrationofSkillsResultforunitCompetent NotYetCompetentAssessorName: &SignatureSignature:Dateresult reached:Comments:StudentDeclaration: Ideclarethat: Iwasmade awareofallassessmentrequirementsforthis/theseunit/s Ihavereceivedfeedbackfrommyassessorontheresultsofeachindividualassessment task and myoverallresultforthis/theseunit/s I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yetsatisfactorily completed Allworkforassessmenttaskssubmittedforthis unitismyownwithnopartofanyassessmentbeing copied/plagiarisedfromanotherperson’swork,exceptwhereauthorizedandlisted/referencedStudentSignature: ……………………………………………………………………………………………………………………………………………………………………………………. StudentName:StudentID: ReceivedbyAustralianCollegeofTrade: NAME:Signature:Date:UNIT:SITHCCC018 PrepareFoodtomeet specialdietary requirements SITHCCC018 Prepare food to meet specialdietaryrequirements LearnerWorkbook TableofContents Table ofContents 2 InstructionstoLearner 2 Assessment instructions 2 Assessmentrequirements 5 CandidateDetails 6 Assessment– SITHCCC018:Preparefoodtomeet special dietaryrequirements 6 Observation/Demonstration 7 ThirdParty Guide 8 Thirdparty details(requiredinformationfromthe learner) 8 Activities 9 Activity1A 9 Activity1B 9 Activity1C 10 Activity1D 11 Activity1E 12 Activity1F 14 Activity2A 15 Activity2B 16 Activity2C 17 Activity2D 18 Activity2E 19 Activity2F 20 Activity3A 21 Activity3B 22 Activity3C 23 Activity3D 24 SummativeAssessments 25 Section A: SkillsActivity 26 SectionB:Knowledge Activity (Q& A) 27 Section C:PerformanceActivity 28 WorkplaceDocumentation– forlearner 29 Workplacedocumentschecklist 29 SupplementaryOral Questions(optional)– forassessor 30 Competencyrecordtobecompleted by assessor 33 Instructionsto Learner Assessmentinstructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and theterms and conditions relating to the submission of your assessment task. Please consult with yourtrainer/assessor if you are unsure of any questions. It is important that you understand and adhere to theterms 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 remainavailabletosupportyouthroughoutthe assessmentprocess. Writtenwork Assessment tasks are used to measure your understanding and underpinning skills and knowledge of theoverall unit of competency. When undertaking any written assessment tasks, please ensure that you addressthe followingcriteria: Addresseachquestionincludinganysub-points Demonstratethatyouhaveresearchedthetopicthoroughly Cover thetopic inalogical,structuredmanner Yourassessmenttasks arewellpresented,wellreferencedandwordprocessed Yourassessmenttasks includeyourfulllegal nameoneachandevery page. Activeparticipation It is a condition of enrolment that you actively participate in your studies. Active participation is completingalltheassessmenttasksontime. Plagiarism Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them asyour own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you haveany doubts about including the work of other authors in your assessment, please consult yourtrainer/assessor. The following list outlines some of the activities for which a learner can be accused ofplagiarism: Presentinganywork byanotherindividual asone’sown unintentionally Handingin assessmentsmarkedlysimilarto or copiedfrom anotherlearner Presentingtheworkof another individualor groupastheir own work Handing in assessments without the adequate acknowledgement of sources used, includingassessmentstaken totallyor inpartfromtheinternet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised todiscuss thiswith you, andfurther actionmaybe takenaccordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole orin part of unauthorised collaboration with another person or persons. Collusion involves the cooperation oftwo or more learners in plagiarism or other forms of academic misconduct and, as such, both parties aresubject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a“0”gradeandNYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwrittenassessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor toconfirm). Competencyoutcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more trainingandexperience). Oncethe learnerhassatisfactorilycompletedallthetasksforthismodulethelearner willbe awarded “Competent”(C)or“NotyetCompetent”(NYC)fortherelevantunitofcompetency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will begiven another chance to resubmit your assessment task(s).If you are still deemed as “Not Yet Competent”youwill berequiredtore-enrol intheunit ofcompetency. Additionalevidence If we, at our sole discretion, determine that we require additional or alternative information/evidence inorder to determine competency, you must provide us with such information/evidence, subject to privacyandconfidentialityissues.Weretainthisrightatanytime,includingaftersubmissionofyourassessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, inaccordance with the law. However, you are responsible for ensuring that you do not provide us withanything regarding any third party including your employer, colleagues and others, that they do not consentto the disclosure of. While we may ask you to provide information or details about aspects of your employerand workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights andconfidentialityobligationsare not breachedbyyouinsupplyingus withsuchinformation. Assessmentappealsprocess If you feel that you have been unfairly treated during your assessment, and you are not happy with yourassessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. Youmust first discuss the issue with your trainer/assessor. If you would like to proceed further with the requestafter discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, inwriting,outliningthereason(s) fortheappeal. Recognisedpriorlearning Candidateswillbe abletohave theirpreviousexperienceorexpertiserecognisedonrequest. Specialneeds Candidates with special needs should notify their trainer/assessor to request any required adjustments assoonaspossible. Thiswillenablethetrainer/assessorto address theidentifiedneedsimmediately. Assessmentrequirements Assessmentcaneitherbe: DirectobservationProduct-basedmethodse.g.reports,role plays,worksamplesPortfolios–annotatedandvalidatedQuestioningThirdpartyevidence. If submitting third party evidence, the Third Party Observation/Demonstration document must becompletedbythe agreed thirdparty. Thirdpartiescanbe: SupervisorsTrainersTeammembersClientsConsumers. Thethirdpartyobservationmustbesubmittedto yourtrainer/assessor,asdirected. Thethirdpartyobservationistobeusedbytheassessorto assistthem indeterminingcompetency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills andknowledge andperformancerequirementsof theunitofcompetency. To demonstrate competence in this unit you must undertake all activities in this workbook and have themdeemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, andtherefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementaryquestions to determine your competence. Once you have demonstrated the required level of performance,youwill bedeemedcompetent in thisunit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessmentsor appealthe result. As part of the assessment process, all learners must abide by any relevant assessment policies as providedduringinduction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact yourassessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to doso,discuss thiswithyourtrainer/assessor. Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observationsor demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to beobserved. The observations and demonstrations will be completed as well as the activities found in thisworkbook. Anexplanationofobservationsanddemonstrations: Observationison-the-job Theobservationwillusuallyrequire: Performinga work-based skillortask Interactionwith colleaguesand/orcustomers. Demonstrationisoff-the-job Ademonstrationwillrequire: Performinga skillortask that is askedofyou Undertakingasimulationexercise. Your trainer/assessor will inform you of which one of the above they would like you to do. Theobservation/demonstration will coveroneof 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. Yourtrainer/assessor will ensure you are provided with the correct equipment and/or materials to complete thetask.Theywill alsoinformyouof howlongyouhavetocompletethetask. You should be able to demonstrate the skills, knowledge and performance criteria required for competencyinthisunit, asseenintheLearnerGuide. ThirdPartyGuide 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 thirdparty in instances where they require more evidence to determine competency, or they cannot observecertaintasksthemselves. Thereasonstouseathirdparty mayinclude: Assessmentis requiredintheworkplaceWheretherearehealthandsafetyissuesrelatedtoobservationPatientconfidentiality andprivacyissuesare involved. If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to informthe assessor. They will be able to provide you with a simulated environment in which to complete thesetasks. We would prefer that, wherever possible, these be “live” issues for your industry and require application ofthe principles that you are learning as part of your training. Where this is not possible, you and your thirdparty should simulate the activity tasks and demonstrations that you believe would be likely to arise in yourorganisationorjobrole. Thirdpartyevidence canalso beusedto provide “everydayevidence” oftasksincludedinyourworkrole thatrelatetothe unitofcompetencybutarenota partofthe formalassessmentprocess. The third party is not to be used as a co-assessor – the assessor must make the final decision on competencythemselves. Documents relevant to collection of third-party evidence are included in the Third Party section in theObservations/Demonstrationsdocument. Thirdpartydetails(whererequiredfromthelearner) A third party may be required for observations or demonstrations; please provide details below of yournominated third party and obtain their signature to confirm their agreement to participate. This informationwillberequiredbyyourtrainer/assessorinadvanceofarrangingany futureobservationsor demonstrations. Thirdpartyname: Positionofthirdparty: Telephonenumber: Emailaddress: Declarationfornominatedthirdparty Ideclaremy intentiontoactas thirdpartyfor(learner’s namehere) Thirdpartysignature: Date: Activities Completethefollowingactivitiesindividuallyorinagroup(asapplicabletothespecificactivityandtheassessmentenvironment). Where applicable, a signed observation by either an approved third party or the assessor will need to beincludedintheseactivitiesas proofofcompletion. Activity1A EstimatedTime20MinutesObjectiveToprovideyouwithanopportunitytoknowhowtoconfirmdietaryandcultural foodrequirementsofthecustomer.Howshouldyouconfirmifthereareanydietaryorculturalfoodrequirementsforyourcustomers? Activity1B EstimatedTime20MinutesObjectiveTo provide you with an opportunity to know how to liaise with others to clarifyrequirements.Providethreefactorsthatpromotegoodteamwork.Howshouldyoumakesurethatyourcommunicationsaresuccessful? Activity1C EstimatedTime20MinutesObjectiveTo provide you with an opportunity to recognise potential health consequencesofoverlookingspecialdietary requirementsofcustomers.Provideabriefdescription(approximately30wordsforeachone)ofwhatthefollowingare:Drug-foodinteractionTypeonediabetesTypetwodiabetesFoodallergyFoodintolerance. Activity1D EstimatedTime20MinutesObjectiveToprovideyouwithanopportunitytoknow howtoaccess specialdietary recipesandselectspecialisedingredients.Whenneedingtofindrecipesforthefollowingdiets,whatingredientsshouldbeleftout:VeganPescatarianLactovegetarianismLacto-ovovegetarianismLowcholesterolLowkilojoule? Activity1E EstimatedTime10MinutesObjectiveTo provide you with an opportunity to identify from recipes and packaging,ingredients that may cause health consequences due to food allergies orintolerance.Listfiveingredientsthatshouldbeavoidedforcustomerswithfoodallergiesorintolerances.1. 2.3.4.5. Activity1F EstimatedTime15MinutesObjectiveTo provide you with an opportunity know how to exclude ingredients fromdishesasrequestedbythecustomer.Whenexcludingingredients,atthecustomer’srequest,howshouldthisbedone?Whatmighthappenwhenyouexcludeingredientsfromadish? Activity2A EstimatedTime20MinutesObjectiveTo provide you with an opportunity to know how to follow recipes to producedishesforthosewithspecial dietaryrequirements.Namefivepiecesofinformation thatarecipewillprovide.Howcanyouconvertingredientamountstocaterfordifferentnumbersofpeople? Activity2B EstimatedTime15MinutesObjectiveTo provide you with an opportunity to modify menu items to meet differentdietary requests by excluding or substituting ingredients while maintainingequivalentnutritionalvalue.Whatarethefivegroups,asdescribedintheAustralianDietaryGuidelines?Inashepherd’s pie,whatcanyousubstitutethemeatingredient(theproteinportion)with? Activity2C EstimatedTime15MinutesObjectiveTo provide you with an opportunity to understand the importance ofcommunicating specific dietary requirements for food preparation to otherteammembers.Howcanyouensurethatanotherteammemberhasunderstoodtheinformationyouhavespoken.Howcanyoumakesurethatyourcommunicationsareinclusivetothedifferentmembersofyourteam? Activity2D EstimatedTime15MinutesObjectiveTo provide you with an opportunity to select appropriate ingredients to ensureoptimumnutritional quality ofdishes.How can you make sure that your ingredients are at their optimum nutritional quality (providefour, or morepoints)? Activity2E EstimatedTime15MinutesObjectiveTo provide you with an opportunity to know about appropriate equipment andcookingtechniques forspecificdiets.Namethreefoodsthatcanbecookedinasteamerandexplainhow thisisagoodmethodofcookingforsomeoneona low-fat diet.Why are grills a better alternative to cooking than frying for people who are on a low-kilojoulediet? Activity2F EstimatedTime10MinutesObjectiveTo provide you with an opportunity to employ suitable preparation and cookingtechniquestoretainoptimum nutritionalvalues.Howcanretainmorenutrientsinvegetablesfordishes?Isitbettertoeatmorecookedorrawfoodsforoptimumnutritionandwhy? Activity3A EstimatedTime15MinutesObjectiveTo provide you with an opportunity to know how to present nutritionallybalanced food in an appetising and attractive manner; and visually evaluate dishandadjust presentationasrequired.Whatarethefiveelementstoplatingfood?Whatshouldyouevaluatewhenlookingattheplateddishbeforeserving? Activity3B EstimatedTime15MinutesObjectiveTo provide you with an opportunity to know about storing dishes in appropriateenvironmentalconditions.Whatarethesevenenvironmentalfactorsthatyouneedtoconsiderwhenstoringdishes?Whatcanhappenifdishesareplacedunderahotlightfortoolong? Activity3C EstimatedTime10 MinutesObjectiveTo provide you with an opportunity to understand how to minimise waste tomaximiseprofitabilityoffooditems prepared.Providefivewaysyoucanminimisethewastageoffood. Activity3D EstimatedTime15MinutesObjectiveTo provide you with an opportunity to clean work area, and dispose of or storesurplus and re-usable by-products according to organisational procedures,environmentalconsiderations,andcost-reductioninitiatives.Whyisa‘cleanasyougo’practiceadvisable?Whatisthedifferencebetweencleaningandsanitising?Whataresafety datasheets? SummativeAssessments The summative assessments are the major activities designed to assess your skills, knowledge andperformance, as required to show competency in this unit. These activities should be completed afterfinishing the Learner Guide. You should complete these as stated below and as instructed by yourtrainer/assessor. Skills,knowledgeandperformancemaybetermedas: Skills–skillrequirements,requiredskills,essentialskills,foundationskills Knowledge– knowledge requirements, required knowledge, essential knowledge, knowledgeevidence Performance–evidencerequirements,criticalaspectsofassessment,performanceevidence. SectionA:SkillsActivity The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation(bytheassessororthirdparty, dependingonthe circumstances). It will demonstrate all of the skills required for this unit of competency – your assessor will provide furtherinstructionstoyou, if necessary. SectionB:KnowledgeActivity(Q&A) The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series ofquestionstoconfirmyourcompetency forallofthe requiredknowledgeinthe unitofcompetency. SectionC:PerformanceActivity The Performance Activity is designed to be a practical activity performed either in the workplace or asimulated environment. You should demonstrate the required practical tasks for the unit of competency andbe observed by the assessor and/or third party, as applicable to the situation. If the third party is required toobserveyou,youwillneedtomaketherequiredarrangements with them. If necessary for the activities, you should attached completed written answers, portfolios or any evidence ofcompetencytothisworkbook. SectionA:SkillsActivity Objective:Toprovideyouwithanopportunitytoshowyouhavetherequiredskillsforthisunit. Thisactivitywillenableyouto demonstratethe followingskills: ReadingWritingOralcommunicationNumeracyLearningProblem-solvingTeamworkPlanningandorganisingTechnology Answertheactivityinasmuchdetailaspossible,consideringyourorganisationalrequirements. As a workplace activity (or simulated workplace activity), the learner will need to perform the followingactivity: Choosearecipe;forthefollowingspecialdiets,readtherecipeandidentifywhichingredientsshouldbe left out or substituted for each special diet. Write up the ingredients to be used, including weightsand any adjusted calculations, plus the sequence from preparation to cooking the dish for each one,anda listofequipment that is needed: LactovegetarianHighcarbohydrateLow fatLow salt. Discuss the changes to the recipe, for each special diet, with your team members/a colleague todeterminedietary needs andchanges topreparationorcooking. This activity will need to be observed in the workplace by the assessor/trainer or third party, and allobservationsrecordedintheobservationsanddemonstrationschecklistasevidenceofthisactivity. SectionB:KnowledgeActivity(Q&A) Objective:Toprovideyouwithanopportunitytoshowyouhavetherequiredknowledgeforthisunit. Theanswerstothefollowingquestionswillenableyouto demonstrateyourknowledgeof: Culinarytermsandtrade namesUnderstanding of drug-food interaction, food allergy and intolerance, and cultural and religiousdietarysanctionsMain types, culinary characteristics and ingredients of special diets and cultural or religious dietsthatarea partofcontemporaryAustraliansocietyKeyhealthandlegalconsequencesoffailingtoaddressspecialrequirementsMiseenplacerequirementsforspecialdietfoodsBasicprinciplesandpractices ofnutritionPrimary components of Dietary Guidelines for Australians, in particular those for older Australians,children andadolescents Answereachquestioninasmuchdetailaspossible,consideringyourorganisationalrequirementsforeachone. Whatareculinarytermsandtradenames? Whyisitimportanttofollow healthandculturalsanctionswithcustomers’foodchoices? Providethemaincharacteristicsofthefollowingspecialdiets: What are the key health and legal consequences if you do not address special dietary requirementsfora customerwhosuffersfromanaphylaxis? Whatdoesmiseenplacemeanwithregardstospecialdietfoods? Namethreeofthebasicprinciplesandpracticesofnutrition. WhatismeantbytheprimarycomponentsoftheDietaryGuidelinesforAustralians? SectionC:PerformanceActivity Objective: To provide you with an opportunity to demonstrate the required performance elements forthisunit. Thisactivitywillenableyoutodemonstratethefollowing performanceevidence: Follow recipes to prepare six different dishes that cater to customers with different dietary requests,includingat leastoneofeach ofthe following:foodrestrictionsfoodpreferencescultural orreligiousrequirementsModify recipes and menu items to meet dietary requests specified above, excluding or substitutingingredientswhilemaintainingequivalent nutritionalvalueProduceabovedishes foratleastsix differentcustomers:withincommercialtimeconstraintsanddeadlinesreflectingrequiredquantitiesto beproducedfollowing procedures for portion control and food safety practices when handling and storingfood Answertheactivityinasmuchdetailaspossible,consideringyourorganisationalrequirements. As a workplace activity (or simulated workplace activity), the learner will need to perform the followingactivity: Using recipes to make six different dishes for six different customers with the following dietary needs,prepare these to customers’ special dietary requirements (six dishes, ensuring each of the below ismadeat least once): FoodrestrictionsFoodpreferencesCulturalorreligiousrequirements. Theseshouldbemodifiedtoexcludeorsubstituteingredientswhileretainingequivalentnutritionalvalues. They should be produced within commercial timeframes, to correct portion sizes, and toorganisationalandfoodsafetyprocedures, This activity will need to be observed in the workplace by the assessor/trainer or third party, and allobservationsrecordedintheobservationsanddemonstrationschecklistasevidenceofthisactivity. WorkplaceDocumentation–forlearner(whererequired) Workplacedocumentschecklist To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessoror third party. Indicate in the table below the documents that have been provided. Please refer to yourtrainer/assessor if clarification is required or if you have any further questions on what you are able toprovideoruse. Documentname/descriptionDocumentattachedYes No (Pleasecircle)YesNo (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)Yes No (Pleasecircle)ForRTOuseonlyHave originals or digital copies been supplied for the workplacedocuments?Yes No (Pleasecircle)Ifnotoriginals, havetheoriginalsbeenvalidatedorchecked?Yes No (Pleasecircle)Learner’ssignatureAssessor’ssignature SupplementaryOralQuestions (optional)–forassessor The below table is for you to document any supplementary verbal questions you have asked the learner todetermine their competency. For example, if you are unsure of their answer to a question in the LearnerWorkbook, you may choose to ask them a supplementary question to clarify their understanding of therelevant criteria. Learner’snameAssessor’snameUnit of Competence(CodeandTitle)DateofassessmentQuestion:Learneranswer:Assessorjudgement:SatisfactoryNotSatisfactoryQuestion:Learneranswer:Assessorjudgement:SatisfactoryNotSatisfactory Question:Learneranswer:Assessorjudgement:SatisfactoryNotSatisfactoryQuestion:Learneranswer:Assessorjudgement:SatisfactoryNotSatisfactoryQuestion:Learneranswer:Assessorjudgement:SatisfactoryNotSatisfactory FeedbackforthelearnerIhave read,understood,andam satisfiedwiththe feedbackprovidedbythe assessor.Learner’snameLearner’ssignatureAssessor’snameAssessor’ssignature CompetencyasrecordedbyAssessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance asrelevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yetcompetent fortheunitor ifreassessment isrequired. Learner’snameAssessor’snameUnit of Competence(CodeandTitle)Date(s)ofassessmentActivitiesList1A-1F,2A-2F,3A-3DSNSHave the activities been answered and performed fully, as required to assessthecompetencyof thelearner?Yes No (Pleasecircle)Has sufficient evidence and information been provided by the learner for theactivities?Yes No (Pleasecircle)Commentsfromtrainer/assessor:SummativeAssessments:SectionAchecklistSNSHas the activity been answered and performed fully, as required to assess thecompetencyofthe learner?Yes No (Pleasecircle)Has sufficient evidence and information been provided by the learner for theactivity?Yes No (Pleasecircle)Commentsfromtrainer/assessor:SummativeAssessments:SectionBchecklistSNSHas the activity been answered and performed fully, as required to assess thecompetencyofthe learner?Yes No (Pleasecircle)Has sufficient evidence and information been provided by the learner for theactivity?Yes No (Pleasecircle)Commentsfromtrainer/assessor:SummativeAssessments:SectionCchecklistSNSHas the activity been answered and performed fully, as required to assess thecompetencyofthe learner?Yes No (Pleasecircle)Has sufficient evidence and information been provided by the learner for theactivity?Yes No (Pleasecircle)Commentsfromtrainer/assessor: UnitResultHas the learner completed all required assessments to a satisfactorystandard?Yes No (Pleasecircle)Has sufficient evidence and information been provided by the learner toprove theircompetency acrossthe entireunit?Yes No (Pleasecircle)Has the learner completed all required assessments to a satisfactorystandard?Yes No (Pleasecircle)Has sufficient evidence and information been provided by the learner toprove theircompetency acrossthe entireunit?Yes No (Pleasecircle)Commentsfromtrainer/assessor:The learner has been assessed as competent in the elements and performance criteria and the evidence hasbeenpresented as:AuthenticYes No (Pleasecircle)ValidYes No (Pleasecircle)ReliableYes No (Pleasecircle)CurrentYes No (Pleasecircle)SufficientYes No (Pleasecircle)Thelearnerisdeemed:NotyetCompetentCompetentIfnotyetsatisfactory,dateforreassessment:Commentsfromtrainer/assessor:Learner’ssignatureAssessor’ssignature

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