Posted: March 25th, 2021

SITHCCC013 Prepare seafood dishes

Student Name: _____________________________ Student ID: ___________________________
Received by Australian College of Trade:
NAME: __________________________________ Signature: _________________________ Date: __________
UNIT: SITHCCC013 Prepare seafood dishes

Unit Result Record Sheet
SITHCCC013 Prepare seafood dishes
Student Name:
BLOCK Print
Student Number:
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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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SITHCCC013
Prepare seafood dishes
Learner Workbook
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VCID. ACOT Training and Assessment/SITHCCC013/Learner Workbook/V1.2/July 2019
Table of Contents
Table of Contents…………………………………………………………………………………………………………. 2
Instructions to Learner………………………………………………………………………………………………….. 4
Assessment instructions …………………………………………………………………………………………………..4
Assessment requirements ……………………………………………………… Error! Bookmark not defined.
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 …………………………………………………………………………………………………………………….12
Activity 2B …………………………………………………………………………………………………………………….13
Activity 3A …………………………………………………………………………………………………………………….14
Activity 3B …………………………………………………………………………………………………………………….15
Activity 3C …………………………………………………………………………………………………………………….16
Activity 3D …………………………………………………………………………………………………………………….17
Activity 3E……………………………………………………………………………………………………………………..18
Activity 4A …………………………………………………………………………………………………………………….19
Activity 4B …………………………………………………………………………………………………………………….20
Activity 4C …………………………………………………………………………………………………………………….21
Activity 5A …………………………………………………………………………………………………………………….22
Activity 5B …………………………………………………………………………………………………………………….23
Activity 5C …………………………………………………………………………………………………………………….24
Activity 5D …………………………………………………………………………………………………………………….25
Activity 5E……………………………………………………………………………………………………………………..26
Summative Assessments ……………………………………………………………………………………………… 27
Section A: Skills Activity ………………………………………………………………………………………………….28
Section B: Knowledge Activity (Q & A)………………………………………………………………………………30
Section C: Performance Activity……………………………………………………………………………………….37
Workplace Documentation – for learner…………………………………………………………………………. 40
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Workplace documents checklist ………………………………………………………………………………………40
Supplementary Oral Questions (optional) – for assessor ……………………………………………………. 41
Competency record to be completed by assessor……………………………………………………………… 44
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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 outcomue
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.
VCID. ACOT Training and Assessment/SITHCCC013/Learner Workbook/V1.2/July 2019
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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 answers
➢ 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 identify how to confirm food
production requirements from food preparation list and standard recipes.
1. Explain how you can confirm food production requirements (in one short paragraph).
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.
Seafood linguine: Serves 4
➢ 500g mixed seafood (squid, prawns and scallops)
➢ 1kg mixed shellfish (clams and mussels)
➢ 400g fresh linguine
➢ 25g butter
➢ 2 cloves of garlic, finely chopped
➢ 1 red chilli, finely chopped
➢ 200ml dry white wine.
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Activity 1C

Estimated Time 30 Minutes
Objective To provide you with an opportunity to know how to identify and select
seafood products and other ingredients from stores according to recipe,
quality, freshness and stock rotation requirements.
1. Write down the attributes you would assess for seafood when determining quality and
freshness and the variations that could be found.
2. Explain the difference between use-by dates and best-before dates.
3. What steps would you take with regards to stock rotation to minimise wastage?
4. List the classifications for fish and seafood and provide an example for each.
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Activity 2A

Estimated Time 15 Minutes
Objective To provide you with an opportunity to select type and size of knives and other
equipment suitable to requirements.
List the equipment that may be required for the following preparation techniques:
➢ Cleaning and descaling
➢ Pin-bone removal
➢ Filleting
➢ Portioning
➢ Shelling
➢ Skinning.
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Activity 2B

Estimated Time 25 Minutes
Objective To provide you with an opportunity to identify how to safely assemble and
ensure cleanliness of equipment before use; and use knives and other
equipment safely and hygienically according to manufacturer instructions.
1. List the steps you should take to ensure the safe washing of knives.
2. List the precautions that should be taken when using electrical kitchen equipment.
3. According to section 3.2.3 of the Food standards code, what factors make equipment easier
to clean?
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Activity 3A

Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to thaw frozen seafood
according to food safety guidelines as required.
List the methods of thawing that can be used for seafood and provide an overview for each.
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Activity 3B

Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how 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, or you may choose a recipe (this must be a seafood
recipe), identify all the steps you would take to ensure the ‘mise en place’ stage of food
production was complete.
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Activity 3C

Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to weigh and measure
ingredients and create portions according to recipe.
1. What do you need to do, to ensure the scales are ready for weighing?
2. How can you make sure you gain an accurate measure of a liquid from a measuring jug or
vessel?
3. Within your workplace or by looking at an example set of scales, identify the correct process
to follow for weighing ingredients, and write this down.
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Activity 3D

Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to use seafood
preparation techniques according to recipe.
For the following seafood preparation techniques, briefly explain what you would need to do:
➢ Filleting
➢ Marinating
➢ Battering
➢ En papillote
➢ Stuffing.
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Activity 3E

Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to minimise waste to
maximise profitability of food items prepared.
Identify and write down five ways that you can minimise waste and maximise profit in the
workplace. You should determine five actions and provide one reason why each one is
beneficial to use.
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Activity 4A

Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to follow standard
recipes to select and use seafood cookery methods.
Locate three commonly used seafood recipes and identify the appropriate cooking methods for
seafood within each. (You should write down the recipes chosen and the cookery method
required next to each one.)
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Activity 4B

Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to prepare seafood
accompaniments and add sauces as required.
For two different seafood recipes with accompaniments and/or sauces, identify what the
accompaniments and/or sauces are, how they should be prepared and write these down (along
with the recipe names and source(s)).
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Activity 4C

Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how 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 for your job role/prospective job role.
2. List the types of adjustments that may be made to food.
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Activity 5A

Estimated Time 30-40 Minutes
Objective To provide you with an opportunity to identify how to portion and serve fish
and shellfish according to recipe requirements.
Research and explain how you would portion and serve the following dishes:
You should reference the recipes that you have used to locate these requirements.
➢ Plateau de fruits de mer
➢ Sushi
➢ Lobster bisque.
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Activity 5B

Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to add sauces and
garnishes according to standard recipes.
1. List the methods for adding garnishes to a dish.
2. List the methods for adding sauces to a dish, with an explanation of each.
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Activity 5C

Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to visually evaluate
dishes and adjust presentation.
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 5D

Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify how to store dishes in
appropriate environmental conditions.
1. What environmental conditions can affect the quality and freshness of seafood?
2. Why is it important to control environmental conditions, where possible?
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Activity 5E

Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to clean the 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. Briefly explain how waste should be disposed of.
3. How can produce 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 food
preparation requirements
➢ Locate and read date codes and rotation labels on food products.
Numeracy skills to:
➢ Calculate the number of portions
➢ Determine cooking times and temperatures.
Problem-solving skills to:
➢ Evaluate quality of seafood and finished dishes and make adjustments to ensure a quality
product
➢ Adjust taste, texture and appearance of food products according to identified deficiencies.
Planning and organising skills to:
➢ Efficiently sequence the stages of food preparation and production.
Self-management skills to:
➢ Manage own speed, timing and productivity.
Technology skills to:
➢ Use food preparation and cooking equipment.
Answer the activity in as much detail as possible, considering your organisational requirements.
This activity will need to be observed, and a signed record of these observations (completed by
the assessor or third party) should be provided. It should detail what was done, when it was done,
the time it was completed in, the completed actions and the overall outcome of the tasks.
As a real or simulated workplace activity as directed by the assessor; working on your own under
the guidance of the assessor or appointed person, you must follow food safety hygiene and safe
working practices to complete the following tasks.
1. Locate one food preparation list and one standard recipe and identify the food preparation
requirements for each.
2. Following on from question one, identify and write down the date codes for five different
products specified in the recipe (or in another recipe that is given to you).
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3. You are required to cater for 40 people for a main course fish dish. You decide to serve miso
baked cod with accompaniments. From the ingredients below, calculate the portion size each
person would receive for each ingredient:
➢ 6kg marinated miso cod
➢ 2.8kg white rice
➢ 600g fresh ginger
➢ 1.6kg of pak choi
➢ 10 limes.
4. Consult three different recipes commonly used within the workplace and identify the cooking
temperatures and times for each.
5. Evaluate the presentation of a dish before it is served. What, if any, changes would you make?
6. Using a completed dish, evaluate it for taste, texture and appearance. Make adjustments as
you deem necessary to ensure the best quality and presentation.
7. For a dish commonly created (and as instructed to you), identify all the steps that need to be
taken in order to complete the dish and in what sequence they should be done.
8. 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.
You must remember to work according to organisational, and food hygiene and safety
requirements.
9. Under supervision, over the course of one service, use a range of equipment to prepare food
in a variety of ways. You must take care to work safely and follow the instructions that are
provided to you in either spoken or written form.
Note to the assessor:
You must ensure the learner has access to an appropriate real or simulated work environment with
equipment and resources. The learner must be given instructions, recipes and any other
information that will be required for the completion of these tasks. The learner must be observed
completing all tasks, and they must work according to food hygiene and safety standards.
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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 ingredients commonly used in the production of different fish and shellfish dishes
o variety of classical and contemporary seafood dishes
o different varieties of seafood and styles of cooking
➢ Contents of stock date codes and rotation labels
➢ Seafood classifications
➢ Characteristics of seafood products and fish and shellfish dishes:
o appearance
o freshness and other quality indicators
o nutritional value
o taste
o texture
➢ Preparation techniques for fish and shellfish specified in the performance evidence
➢ Cookery methods for different varieties and cuts of fish and shellfish specified in the
performance evidence
➢ Equipment used to produce seafood dishes:
o knife care and maintenance
o essential features and functions
o safe operating practices
➢ Mise en place requirements for seafood dishes
➢ Appropriate environmental conditions for storing and thawing fish and shellfish products to:
o ensure food safety
o optimise shelf life
➢ Safe operational practices using essential functions and features of equipment used to
produce seafood dishes.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Using culinary terms from the Learner Guide and from your own research relating to seafood
(i.e., seafood production, cooking, varieties, and classic and contemporary dishes), create a
glossary that defines each term. This should be one to two sides of A4 paper in length.
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2. Explain what information date codes and rotation labels provide about produce.
3. What categories can seafood be classified in to?
4. Create a presentation, detailing what you know about the following characteristics of a variety
of seafood:
➢ Appearance
➢ Freshness and other quality indicators
➢ Nutritional value
➢ Taste
➢ Texture.
5. Write a method for each of the following preparation techniques:
➢ Cleaning
➢ Descaling
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➢ Pin-bone removal
➢ Filleting
➢ Portioning
➢ Shelling
➢ Skinning.
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6. Make a list of methods for cooking seafood and provide an overview for each.
7. Create a list of equipment used to produce seafood dishes. When creating your list include
information about:
➢ Knife care and maintenance
➢ Essential features and functions of equipment
➢ Safe operating practices.
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8. Pick two dishes commonly created within your workplace and stipulate the mise en place
requirements for each.
9. Discuss the optimum storage and thawing conditions for the following:
➢ Fish
➢ Molluscs and live crustaceans
➢ Smoked fish.
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10. List the safe operating practices and the functions of 5 pieces of equipment within your
workplace that are used in the preparation of seafood dishes.
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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:
➢ Follow standard recipes to prepare the following seafood classifications:
o flat and round fish
o oily and white fish
o ocean and freshwater fish
o octopus and squid
o shellfish:
▪ crustaceans
▪ molluscs
o whole or filleted fish
➢ Use each of the following seafood preparation techniques in preparing above seafood as
required:
o cleaning
o de-scaling
o pin-bone removal
o filleting
o portioning
o shelling
o skinning
➢ Follow standard recipes to prepare fresh, frozen and preserved seafood dishes using the
following cookery methods:
o deep and shallow frying
o grilling
o poaching
o roasting
o sautéing
o steaming
➢ Prepare above food for at least six different customers:
o within commercial time constraints and deadlines
o reflecting required quantities to be produced
o following procedures for portion control and food safety practices when handling
and storing seafood
o responding to special customer requests and dietary requirements.
Answer the activity in as much detail as possible, considering your organisational requirements.
This activity will need to be observed, and a signed record of these observations (completed by
the assessor or third party) should be provided. It should detail what was done, when it was done,
the time it was completed in, the completed actions and the overall outcome of the tasks.
As a real or simulated workplace activity as directed by the assessor; working on your own under
the guidance of the assessor or appointed person, you must follow food safety hygiene and safe
working practices to complete the following tasks.
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You must ensure you make adequate preparations to do these tasks, and you must clean the work
area after finishing tasks, and at any other time it is required during (according to health and
hygiene requirements for commercial kitchen work and for handling fish and seafood). Cleaning
will require the use of appropriate cleaning agents and chemicals; you should refer to safety data
sheets (where necessary) to prepare, use and discard these safely.
1. Follow standard recipes that are given to you to prepare the following seafood classifications:
➢ Flat and round fish
➢ Oily and white fish
➢ Ocean and freshwater fish
➢ Octopus and squid
➢ Shellfish:
o crustaceans
o molluscs
➢ Whole or filleted fish.
2. Within your workplace, use each of the following seafood preparation techniques in preparing
the above seafood, as required:
➢ Cleaning
➢ De-scaling
➢ Pin-bone removal
➢ Filleting
➢ Portioning
➢ Shelling
➢ Skinning.
3. Follow standard recipes that are given to you to prepare fresh, frozen and preserved seafood
dishes using the following cookery methods:
➢ Deep and shallow frying
➢ Grilling
➢ Poaching
➢ Roasting
➢ Sautéing
➢ Steaming.
4. Prepare the above food for at least six different customers, making sure to factor in the
following:
➢ Work within commercial time constraints and deadlines
➢ Produce the quantities that are required
➢ Follow procedures for portion control and food safety practices when handling and storing
seafood
➢ Respond to special customer requests and dietary requirements.
Note to the assessor:
You must ensure the learner has access to an appropriate real or simulated work environment with
equipment and resources. The learner must be provided with recipes and workplace procedures for
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handling and preparing fish, and for cleaning the work area. The learner must be observed
completing all tasks, and they must work according to food hygiene and safety standards.
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Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.

Document name/description Document attached
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)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace
documents? Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature
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Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) SITHCCC013: Prepare seafood dishes
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
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Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature
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Competency 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-3E, 4A – 4C, 5A – 5E 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)
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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