Prepare Food to meet special dietary requirements | My Assignment Tutor

Student Name: _____________________________ Student ID: ___________________________Received by Australian College of Trade:NAME: __________________________________ Signature: _________________________ Date: __________UNIT: SITHCCC018 Prepare Food to meet special dietary requirements Unit Result Record SheetSITHCCC018 Prepare food to meet special dietaryrequirementsStudent Name:BLOCK PrintStudent Number:BLOCK PrintAssessmentCompleted(Evidence must bein students file)ResultDateAssessedReassessmentCompleted(If required)(Evidence must be instudents file)ResultDateReassessedSatisfactoryNot YetSatisfactorySatisfactoryNot YetSatisfactoryWritten AssessmentQuestionsSummative WrittenAssessment QuestionsSummative PracticalDemonstration of SkillsResult for unitCompetent Not Yet CompetentAssessor Name:& SignatureSignature:Date resultreached: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 resultfor this/these unit/s• I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yetsatisfactorily completed• All work for assessment tasks submitted for this unit is my own with no part of any assessment beingcopied/plagiarised from another person’s work, except where authorized and listed/referencedStudent Signature: …………………………………………………………………………………………………………………………………………………………………………………….P a g e | 1VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019SITHCCC018Prepare food to meet specialdietary requirementsLearner WorkbookP a g e | 2VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Table of ContentsTable of Contents………………………………………………………………………………………………………………. 2Instructions to Learner ……………………………………………………………………………………………………….. 2Assessment instructions………………………………………………………………………………………………………….2Assessment requirements ……………………………………………………………………………………………………….5Candidate Details………………………………………………………………………………………………………………. 6Assessment – SITHCCC018: Prepare food to meet special dietary requirements ……………………………6Observation/Demonstration ……………………………………………………………………………………………….. 7Third Party Guide………………………………………………………………………………………………………………. 8Third party details (required information from the learner)…………………………………………………………8Activities………………………………………………………………………………………………………………………….. 9Activity 1A……………………………………………………………………………………………………………………………..9Activity 1B……………………………………………………………………………………………………………………………..9Activity 1C……………………………………………………………………………………………………………………………10Activity 1D …………………………………………………………………………………………………………………………..11Activity 1E ……………………………………………………………………………………………………………………………12Activity 1F ……………………………………………………………………………………………………………………………14Activity 2A……………………………………………………………………………………………………………………………15Activity 2B……………………………………………………………………………………………………………………………16Activity 2C……………………………………………………………………………………………………………………………17Activity 2D …………………………………………………………………………………………………………………………..18Activity 2E ……………………………………………………………………………………………………………………………19Activity 2F ……………………………………………………………………………………………………………………………20Activity 3A……………………………………………………………………………………………………………………………21Activity 3B……………………………………………………………………………………………………………………………22Activity 3C……………………………………………………………………………………………………………………………23Activity 3D …………………………………………………………………………………………………………………………..24Summative Assessments …………………………………………………………………………………………………… 25Section A: Skills Activity…………………………………………………………………………………………………………26Section B: Knowledge Activity (Q & A) …………………………………………………………………………………….27Section C: Performance Activity ……………………………………………………………………………………………..28Workplace Documentation – for learner ………………………………………………………………………………. 29Workplace documents checklist……………………………………………………………………………………………..29Supplementary Oral Questions (optional) – for assessor………………………………………………………….. 30Competency record to be completed by assessor …………………………………………………………………… 33P a g e | 3VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Instructions to LearnerAssessment instructionsOverviewPrior 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 remainavailable to support you throughout the assessment process.Written workAssessment 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 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 participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completingall the assessment tasks on time.PlagiarismPlagiarism 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:➢ 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, includingassessments 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 todiscuss this with you, and further action may be taken accordingly.P a g e | 4VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019CollusionCollusion 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” grade and NYC.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).Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more trainingand 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 begiven 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 evidenceIf 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 privacyand confidentiality issues. We retain this right at any time, including after submission of your assessments.ConfidentialityWe 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 andconfidentiality obligations are not breached by you in supplying us with such information.Assessment appeals processIf 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, outlining the reason(s) for the appeal.Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments assoon as possible. This will enable the trainer/assessor to address the identified needs immediately.P a g e | 5VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Assessment requirementsAssessment 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 becompleted 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 andknowledge and performance requirements of the unit of competency.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,you will be deemed competent in this unit.Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessmentsor appeal the result.As part of the assessment process, all learners must abide by any relevant assessment policies as providedduring induction.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 this with your trainer/assessor.P a g e | 6VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Observation/DemonstrationThroughout 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.An explanation of observations and demonstrations:Observation is on-the-jobThe observation will usually require:➢ Performing a work-based skill or task➢ Interaction with colleagues and/or customers.Demonstration is off-the-jobA 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. Theobservation/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. Yourtrainer/assessor will ensure you are provided with the correct equipment and/or materials to complete thetask. 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 competencyin this unit, as seen in the Learner Guide.P a g e | 7VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Third Party GuideYou 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 observecertain 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 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 yourorganisation or job role.Third party evidence can also be used to provide “everyday evidence” of tasks included in your work rolethat 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 competencythemselves.Documents relevant to collection of third-party evidence are included in the Third Party section in theObservations/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 yournominated third party and obtain their signature to confirm their agreement to participate. This informationwill 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 partyI declare my intention to act as third party for (learner’s name here) __________________________Third party signature: _____________________________________ Date: ___________________P a g e | 8VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019ActivitiesComplete the following activities individually or in a group (as applicable to the specific activity and theassessment environment).Where applicable, a signed observation by either an approved third party or the assessor will need to beincluded in these activities as proof of completion.Activity 1A Estimated Time20 MinutesObjectiveTo provide you with an opportunity to know how to confirm dietary and culturalfood requirements of the customer.How should you confirm if there are any dietary or cultural food requirements for your customers? P a g e | 9VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 1B Estimated Time20 MinutesObjectiveTo provide you with an opportunity to know how to liaise with others to clarifyrequirements.1. Provide three factors that promote good team work.2. How should you make sure that your communications are successful? P a g e | 10VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 1C Estimated Time20 MinutesObjectiveTo provide you with an opportunity to recognise potential health consequencesof overlooking special dietary requirements of customers.Provide a brief description (approximately 30 words for each one) of what the following are:Drug-foodinteractionType one diabetesType two diabetesFood allergyFood intolerance. P a g e | 11VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 1D Estimated Time20 MinutesObjectiveTo provide you with an opportunity to know how to access special dietaryrecipes and select specialised ingredients.When needing to find recipes for the following diets, what ingredients should be left out:VeganPescatarianLacto vegetarianismLacto-ovovegetarianismLow cholesterolLow kilojoule? P a g e | 12VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 1E Estimated Time10 MinutesObjectiveTo provide you with an opportunity to identify from recipes and packaging,ingredients that may cause health consequences due to food allergies orintolerance.List five ingredients that should be avoided for customers with food allergies or intolerances.1.2.3.4.5. P a g e | 13VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 1F Estimated Time15 MinutesObjectiveTo provide you with an opportunity know how to exclude ingredients fromdishes as requested by the customer.1. When excluding ingredients, at the customer’s request, how should this be done?2. What might happen when you exclude ingredients from a dish? P a g e | 14VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 2A Estimated Time20 MinutesObjectiveTo provide you with an opportunity to know how to follow recipes to producedishes for those with special dietary requirements.1. Name five pieces of information that a recipe will provide.2. How can you convert ingredient amounts to cater for different numbers of people? P a g e | 15VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 2B Estimated Time15 MinutesObjectiveTo provide you with an opportunity to modify menu items to meet differentdietary requests by excluding or substituting ingredients while maintainingequivalent nutritional value.1. What are the five groups, as described in the Australian Dietary Guidelines?2. In a shepherd’s pie, what can you substitute the meat ingredient (the protein portion) with? P a g e | 16VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 2C Estimated Time15 MinutesObjectiveTo provide you with an opportunity to understand the importance ofcommunicating specific dietary requirements for food preparation to otherteam members.1. How can you ensure that another team member has understood the information you havespoken.2. How can you make sure that your communications are inclusive to the different members ofyour team? P a g e | 17VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 2D Estimated Time15 MinutesObjectiveTo provide you with an opportunity to select appropriate ingredients to ensureoptimum nutritional quality of dishes.How can you make sure that your ingredients are at their optimum nutritional quality (providefour, or more points)? P a g e | 18VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 2E Estimated Time15 MinutesObjectiveTo provide you with an opportunity to know about appropriate equipment andcooking techniques for specific diets.1. Name three foods that can be cooked in a steamer and explain how this is a good method ofcooking for someone on a low-fat diet.2. Why are grills a better alternative to cooking than frying for people who are on a low-kilojoulediet? P a g e | 19VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 2F Estimated Time10 MinutesObjectiveTo provide you with an opportunity to employ suitable preparation and cookingtechniques to retain optimum nutritional values.1. How can retain more nutrients in vegetables for dishes?2. Is it better to eat more cooked or raw foods for optimum nutrition and why? P a g e | 20VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 3A Estimated Time15 MinutesObjectiveTo provide you with an opportunity to know how to present nutritionallybalanced food in an appetising and attractive manner; and visually evaluate dishand adjust presentation as required.1. What are the five elements to plating food?2. What should you evaluate when looking at the plated dish before serving? P a g e | 21VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 3B Estimated Time15 MinutesObjectiveTo provide you with an opportunity to know about storing dishes in appropriateenvironmental conditions.1. What are the seven environmental factors that you need to consider when storing dishes?2. What can happen if dishes are placed under a hot light for too long? P a g e | 22VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 3C Estimated Time10 MinutesObjectiveTo provide you with an opportunity to understand how to minimise waste tomaximise profitability of food items prepared.Provide five ways you can minimise the wastage of food. P a g e | 23VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Activity 3D Estimated Time15 MinutesObjectiveTo provide you with an opportunity to clean work area, and dispose of or storesurplus and re-usable by-products according to organisational procedures,environmental considerations, and cost-reduction initiatives.1. Why is a ‘clean as you go’ practice advisable?2. What is the difference between cleaning and sanitising?3. What are safety data sheets? P a g e | 24VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Summative AssessmentsThe 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, knowledge and performance may be termed as:➢ Skills – skill requirements, required skills, essential skills, foundation skills➢ Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledgeevidence➢ Performance – evidence requirements, critical aspects of assessment, performance evidence.Section A: Skills ActivityThe 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 furtherinstructions 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 ofquestions to confirm your competency for all of the required knowledge in the unit of competency.Section C: Performance ActivityThe 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 toobserve 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 ofcompetency to this workbook.P a g e | 25VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Section A: Skills ActivityObjective: 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➢ Writing➢ Oral communication➢ Numeracy➢ Learning➢ Problem-solving➢ Teamwork➢ Planning and organising➢ TechnologyAnswer the activity in as much detail as possible, considering your organisational requirements.As a workplace activity (or simulated workplace activity), the learner will need to perform the followingactivity:1. Choose a recipe; for the following special diets, read the recipe and identify which ingredients shouldbe 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,and a list of equipment that is needed:➢ Lacto vegetarian➢ High carbohydrate➢ Low fat➢ Low salt.2. Discuss the changes to the recipe, for each special diet, with your team members/a colleague todetermine dietary needs and changes to preparation or cooking.This activity will need to be observed in the workplace by the assessor/trainer or third party, and allobservations recorded in the observations and demonstrations checklist as evidence of this activity.P a g e | 26VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Section 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➢ Understanding of drug-food interaction, food allergy and intolerance, and cultural and religiousdietary sanctions➢ Main types, culinary characteristics and ingredients of special diets and cultural or religious dietsthat are a part of contemporary Australian society➢ Key health and legal consequences of failing to address special requirements➢ Mise en place requirements for special diet foods➢ Basic principles and practices of nutrition➢ Primary components of Dietary Guidelines for Australians, in particular those for older Australians,children and adolescentsAnswer each question in as much detail as possible, considering your organisational requirementsfor each one.1. What are culinary terms and trade names?2. Why is it important to follow health and cultural sanctions with customers’ food choices?3. Provide the main characteristics of the following special diets: Macrobiotic diet P a g e | 27VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019 Hindu dietVegan diet. 4. What are the key health and legal consequences if you do not address special dietary requirementsfor a customer who suffers from anaphylaxis?5. What does mise en place mean with regards to special diet foods?6. Name three of the basic principles and practices of nutrition.7. What is meant by the primary components of the Dietary Guidelines for Australians?P a g e | 28VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Section C: Performance ActivityObjective: To provide you with an opportunity to demonstrate the required performance elements forthis unit.This activity will enable you to demonstrate the following performance evidence:➢ Follow recipes to prepare six different dishes that cater to customers with different dietary requests,including at least one of each of the following:o food restrictionso food preferenceso cultural or religious requirements➢ Modify recipes and menu items to meet dietary requests specified above, excluding or substitutingingredients while maintaining equivalent nutritional value➢ Produce above dishes for at least six different customers:o within commercial time constraints and deadlineso reflecting required quantities to be producedo following procedures for portion control and food safety practices when handling and storingfoodAnswer the activity in as much detail as possible, considering your organisational requirements.As a workplace activity (or simulated workplace activity), the learner will need to perform the followingactivity:1. 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 ismade at least once):➢ Food restrictions➢ Food preferences➢ Cultural or religious requirements.These should be modified to exclude or substitute ingredients while retaining equivalent nutritionalvalues.They should be produced within commercial timeframes, to correct portion sizes, and toorganisational and food safety procedures,This activity will need to be observed in the workplace by the assessor/trainer or third party, and allobservations recorded in the observations and demonstrations checklist as evidence of this activity.P a g e | 29VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Workplace Documentation – for learner (where required)Workplace documents checklistTo 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 toprovide or use. Document name/descriptionDocument attachedYes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)Yes No (Please circle)For RTO use onlyHave originals or digital copies been supplied for the workplacedocuments?Yes No (Please circle)If not originals, have the originals been validated or checked?Yes No (Please circle)Learner’s signatureAssessor’s signature P a g e | 30VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Supplementary Oral Questions (optional) – for assessorThe 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’s nameAssessor’s nameUnit of Competence(Code and Title)Date of assessmentQuestion:Learner answer:Assessor judgement:SatisfactoryNot SatisfactoryQuestion:Learner answer:Assessor judgement:SatisfactoryNot Satisfactory P a g e | 31VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019 Question:Learner answer:Assessor judgement:SatisfactoryNot SatisfactoryQuestion:Learner answer:Assessor judgement:SatisfactoryNot SatisfactoryQuestion:Learner answer:Assessor judgement:SatisfactoryNot Satisfactory P a g e | 32VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019 Feedback for the learnerI have read, understood, and am satisfied with the feedback provided by the assessor.Learner’s nameLearner’s signatureAssessor’s nameAssessor’s signature P a g e | 33VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019Competency as recorded by AssessorThis 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 for the unit or if reassessment is required. Learner’s nameAssessor’s nameUnit of Competence(Code and Title)Date(s) of assessmentActivities List 1A-1F, 2A-2F, 3A-3DSNSHave the activities been answered and performed fully, as required to assessthe competency of the learner?Yes No(Please circle)Has sufficient evidence and information been provided by the learner for theactivities?Yes No(Please circle)Comments from trainer/assessor:Summative Assessments: Section A checklistSNSHas the activity been answered and performed fully, as required to assess thecompetency of the learner?Yes No(Please circle)Has sufficient evidence and information been provided by the learner for theactivity?Yes No(Please circle)Comments from trainer/assessor:Summative Assessments: Section B checklistSNSHas the activity been answered and performed fully, as required to assess thecompetency of the learner?Yes No(Please circle)Has sufficient evidence and information been provided by the learner for theactivity?Yes No(Please circle)Comments from trainer/assessor:Summative Assessments: Section C checklistSNSHas the activity been answered and performed fully, as required to assess thecompetency of the learner?Yes No(Please circle)Has sufficient evidence and information been provided by the learner for theactivity?Yes No(Please circle)Comments from trainer/assessor: P a g e | 34VCID. ACOT Training and Assessment/SITHCCC018/Learner Workbook/V1.1/June 2019 Unit ResultHas the learner completed all required assessments to a satisfactorystandard?Yes No(Please circle)Has sufficient evidence and information been provided by the learner toprove their competency across the entire unit?Yes No(Please circle)Has the learner completed all required assessments to a satisfactorystandard?Yes No(Please circle)Has sufficient evidence and information been provided by the learner toprove 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 hasbeen presented as:AuthenticYes No(Please circle)ValidYes No(Please circle)ReliableYes No(Please circle)CurrentYes No(Please circle)SufficientYes No(Please circle)The learner is deemed:Not yet CompetentCompetentIf not yet satisfactory, date for reassessment:Comments from trainer/assessor:Learner’s signatureAssessor’s signature

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

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