SITHKOP010

SITHKOP010 Plan and cost recipes

Plan and cost recipes

LEARNER
LEARNER ASSESSMENT ASSESSMENT
PACK PACK
Learner Assessment Pack

Precision RTO Resources

Level 13, 269 Wickham St, Fortitude Valley 4006
Email: [email protected]
Website: www.precisionrtoresources.com.au

© 2022 Precision RTO Resources

SITHKOP010 - Plan and cost recipes (Release 1)

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Disclaimer
Precision RTO Resources has made a great effort to ensure that this
material is free from error or omissions. However, you should
conduct your own enquiries and seek professional advice before
relying on any fact, statement or matter contained in this
document. Precision RTO Resources is not responsible for any
injury, loss or damage as a result of resource included or omitted
from this material. Information in this course material is current at
the time of publication.

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Version Control & Document History

Date Summary of modifications Version

12 September
Version 1 produced following assessment validation. 1.0
2022

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Table of Contents
Assessment Delivery .......................................................................................................................... 5
Candidate Information ...................................................................................................................... 6
Steps for Candidates .......................................................................................................................... 8
Reasonable Adjustment..................................................................................................................... 9
Resources Required for Assessment ................................................................................................ 10
Accessing Intranet Pages ................................................................................................................. 11
Assessment Agreement ................................................................................................................... 12
Assessment Tasks ............................................................................................................................ 15
Contextualisation of Assessments by RTOs ...................................................................................... 16
Knowledge Assessment............................................................................................................... 17
Record of Assessment ................................................................................................................. 32

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Learner Assessment Pack

Assessment Delivery

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Candidate Information
This Learner Assessment Pack is designed for you to complete the assessment for SITHKOP010 - Plan
and cost recipes (Release 1). It may refer to your own workplace/organisation, or to a simulated
business provided by your assessor.
The assessment tasks include Knowledge Assessment where you need to demonstrate your
knowledge and understanding of the unit, and the Practical Assessment, where you need to
demonstrate your skills required in the unit. It is recommended that you complete the Practical
Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you
can complete the assessment in a simulated environment where resources and conditions similar to
a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the
assessment.

Each Learner Assessment Pack is made up of four parts:

Assessment Delivery
Candidate Information
Steps for Candidate
Assessment Agreement
Assessment Tasks
Assessment Tasks, including:
 Knowledge Assessment
 Practical Assessment
Assessment Workbook Checklist
Assessment Workbook Checklist
Recording
Record of Assessment

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Before you commence your assessment, ensure that you have a good knowledge of the subject, have
thoroughly read your Learner Resource, and clearly understand the assessment requirements and the
expectations of the industry to which the assessment is related.
Assessments are designed to be completed using your industry/organisation, but your Registered
Training Organisation (RTO) may assist you by contextualising the unit to be completed in a simulated
workplace environment.
You will be required to demonstrate knowledge and skills which must be observed directly by your
assessor. Where the observation task may be difficult for the assessor to directly observed, a video
recording of the practical observation task must be submitted as supplementary evidence. Verification
from at least one third-party signatory, and preferably two or more witnesses is required to confirm
your demonstration of these practical knowledge and skills. These witnesses would usually be your
current or recent supervisors, or your assessor.
The practical assessment tasks may be completed using your own workplace, a simulated
environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to
your industry/organisation, you may be asked by your assessor to provide additional information
based on your industry/organisation.
Instructions are given for each task. If you have questions, or unclear how to proceed, consult with
your assessor.
Records of all aspects of the assessment must be kept in your Learner Assessment Pack
The record of assessment is a legal document and must be signed, dated, and a copy stored as
required by your Registered Training Organisation (RTO).

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Steps for Candidates

Your Learner Assessment Pack:
1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations
and requirements of this assessment. You may also need to supply contact details of one or
two work referees who can confirm your skills in the industry.
Discuss with your assessor if you intend to undertake the practical assessment tasks based on
your employing organisation, in a simulated business, or in a mix of both.
2. Your Learner Assessment Pack is where you will get the task information. Complete each task
as instructed using either your own workplace, or using a simulated business, as discussed
with your assessor.
3. After you complete your assessment, gather and submit your evidence documents as detailed
in the task(s) in the timeframe agreed with your assessor.
Your assessor will advise you if there are any further steps for you to take to satisfactorily
complete this assessment.

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Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for candidates with a disability
- November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can
be as simple as changing classrooms to be closer to amenities or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with a disability have:
 The same learning opportunities as candidates without a disability, and
 The same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can
include:
 Customising resources and assessment activities within the training package or accredited
course
 Modifying the presentation medium
 Candidate support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure candidates needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to
assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It
includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the
standard expected by the workplace, as expressed by the relevant unit(s) of competency. For
example, if the assessment were gathering evidence of the candidate’s competency in writing,
allowing the candidate to complete the assessment verbally would not be a valid assessment
method. The method of assessment used by any reasonable adjustment must still meet the
competency requirements.

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Resources Required for Assessment

To complete the Practical Assessment tasks, you will require access to:
 Computer with internet and email access, and a working web browser
 Installed software: Word, Adobe Acrobat Reader
 An industry workplace; or an industry-realistic simulated environment that will allow you
access to:
o Organisational documents containing information on the following:
 Service style

 Cuisine
 Budgetary constraints

 Dish pricing
o Organisational policies and procedures for the following
 Planning recipe

 Developing menu
o Organisational template for standard recipe in spreadsheet format
o Commodity price list
o Customer Profile documents
o Workplace templates, including or similar to the following:
 Menu Dish Plan for Workplace Assessment Task 1
 Dish Profile for Workplace Assessment Task 2
 Dish Recipe Adjustment for Workplace Assessment Task 3
o People, including:
 At least two customers to be consulted in Workplace Assessment Task 1
 At least two stakeholders to be consulted in Workplace Assessment Task 3
o Opportunity to:
 Consult at least two customers to seek feedback on food preferences

 Consult at least two stakeholders to collect feedback and recommendation

on dish profitability

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Accessing Intranet Pages

Some assessment tasks may require you to access specific pages from the simulated business, The
Continent Hotel. Links to these pages are formatted in Blue Text.
To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users,
directly click the link.
The simulated business, The Continent Hotel, can be accessed by going to
https://thecontinenthotel.precisiongroup.com.au/.
Login to The Continent Hotel using the username and password provided by your Registered Training
Organisation (RTO).

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Assessment Agreement
Instructions:
Complete this section in the Learner Assessment Pack for each candidate.
1. Discuss each section of the Assessment Agreement with the candidate to identify the
Delivery Method and Assessment Pathway to be undertaken, and to ensure that the
Assessment Conditions and Resources Required are present in the assessment
environment.
2. Tick each section as applicable to the candidate’s situation.
3. Have the candidate and you sign the confirmation at the end of this agreement.

Please tick at least one of the following for each section: 

Delivery Method

Classroom ☐

Small Group ☐

One-on-One ☐

Online ☐

Other (please describe) ☐

Assessment Pathway (for Practical Assessment)

Candidate’s Organisation (Pre-assessment meeting conducted) ☐

Simulated Workplace Environment (Contextualised by RTO) ☐

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Assessment Conditions

Skills must be demonstrated in a hospitality business operation where recipes are planned and
costed. This can be:

An industry workplace; or ☐

An industry-realistic simulated environment ☐

Assessment must ensure access to:

Commodity price list ☐

Template for standard recipe card in spreadsheet format ☐

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for
assessors and:

Have achieved the Certificate III or Certificate IV in Commercial Cookery, or

Certificate III or IV in Catering Operations, or Certificate III or IV in Patisserie, ☐
or their successors; or

Hold a trade certificate as a cook or chef or equivalent; ☐

And

Have worked in industry for at least three years where they have applied the
☐
skills and knowledge of this unit of competency.

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I confirm that the activities and assessment completed for this unit are my own work, and comply
with all relevant copyright and plagiarism rules.
I understand that if there are any issues found in the authenticity of any piece of my assessment, I
may be orally re-assessed OR asked to complete further assessment tasks.

Candidate’s name PATTANAN TAPANGPINIJKAN

PATTANAN TAPANGPINIJKAN
Candidate’s signature Date 14-08-23

GREG WHITE
Assessor’s name

Assessor’s signature Date

End of Assessment Agreement

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Learner Assessment Pack

Assessment Tasks

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Tasks
Complete all tasks in this assessment as instructed. If you have questions, consult with your assessor.

Contextualisation of Assessments by RTOs

Contextualisation is the process of modifying assessment tools to make learning more meaningful for
candidates and their employers.
Precision RTO Resources recommends that your RTO contextualise the assessment tools to suit
particular industry requirements and specific organisational requirements before using them.
Contextualisation must retain the integrity of the assessment and the outcome of the unit of
competency.

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Knowledge Assessment
Question 1

In 30 words or more, briefly explain how each method for calculating portion yield listed below is
calculated.

Methods for How Portion Yield is Calculated Using Each Method

Calculating Portion
Yields

i. Food cost The food cost percentage approach can be applied to determine
percentage the yield of a dish by splitting the costs for ingredients used in your
recipe according to the price per portion sold. A value of 100 shall be
multiplied to calculate the food cost %.

ii. Budgeted sales The planned sales price approach involves the calculation of the
price targeted profit margin, which is added to the cost of the components
and other costs involved in the production of the part, and then the
portion yield is calculated. The budgeted sales price per portion shall
then be calculated in the form of a divided total cost by the number of
servings.

iii. Standard yield Standard yields tests shall be used to determine the share yield
tests through weight or measurement of components prior to heating and
processing. The yield is the difference between a starting weight and
an end weight. The number of the pieces obtained shall be calculated,
by multiplying this yield by the planned size of the piece.

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Question 2

Complete the table below regarding menu types:

a. Describe how food is served for each menu type listed below.
b. Identify the portion size of each menu type listed below.

Menu Types How Food is Served Portion Size

i. Á la carte The food is individually If a dish is offered as la

priced and bought from the carte' in the restaurant, it must be
menu. Each meal shall be purchased on its own. That's not a
prepared separately and shipped course, its part of the bigger
to each customer on request. meal.
You will find food on the
ii. Buffet The buffet service is
self-service counters or tables.
provided every time there's an
In addition, customers will be
important party, for example a
able to self-serve from a
number of official weddings. In
selection of foods or choose the this self-service environment,
quantity and cuisine they wish. customers are free to do as they
please.
To provide the food,
iii. Cyclical It is a sort of service where
predetermined menus will be
the client is attended to in a circle.
adjusted. Because each menu
can only be ordered one day or
in specific order, customers have
the possibility of selecting
different food alternatives
during a certain time period.

iv. Degustation In a number of courses, A menu with many kinds of

small samplings of food are often food that can be ordered. The
given. In a carefully planned customer shall be given a wide
stage, customers will be able to range of small portions of
taste different flavors and different meals during the
cooking methods. service.

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v. Set or table The menu shall be set out For the number of meals in
d’hôte in a specific order of the meals. this fixed menu type, the diner
There are limited options for must pay a set fee.
courses, and the price of food is
contained in a package.

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Question 3

Read the scenarios about food preferences relating to classical and contemporary dining trends.
Answer the questions that follow.

Scenario 1
Katherine owns an Italian restaurant popular for its classical spaghetti dish.
Guests from various places visit Katherine’s restaurant just to try its signature spaghetti dish that
had retained its traditional taste for more than five decades. Customers express their satisfaction
by posting on social media their feedbacks on the authenticity and flavor of Katherine’s recipe,
which in turn attracts more guests to try out the dish.

a. Identify the classical dish offered by Katherine’s Italian restaurant.

Spaghetti that has authentic flavor.

b. Identify the length of period in which the dish had retained its traditional taste.

Five decades.

c. In your own words, briefly explain how the dish attracts more guests.
Your response must be in 20 words or more.

It's because people post it on social media, so everybody else is amused. I'm
interested in trying a genuine taste of this dish.

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Scenario 2
Willy manages a restaurant serves food specific for people following the trend on keto diet.
The restaurant serves common dishes such as stews, soup and pastas but exchanging pork and beef
with fish, seafood and poultry. This allows dishes to concentrate on high fat content, promoting
conversion of fat to ketones for body fuel. People who are into losing weight frequent Willy’s
restaurant as it supports their dietary goals.

a. Identify at least two dishes served by Willy’s restaurant

i. Stew

ii. Pasta

b. Identify at least two ingredients Willy’s restaurant swap pork and beef with.

i. Poultry

ii. Seafood

c. In your own words, briefly explain why people who are into losing weight prefer Willy’s
restaurant.
Your response must be in 20 words or more.

He's replacing pork and beef with poultry and seafood which are fed on a high fat
diet. In which people who follow keto diet for losing weight will choose Willy’s restaurant
since ketogenic diet focuses on low carb and high fat.

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Question 4

Read the scenarios about food preferences relating to cultural and ethnic influences.
Answer the questions that follow.

Scenario 1
Sammy is the head chef in a local diner.
Local town folks prefer veal meat than beef. Knowing this, Sammy developed recipes that focus on
veal meat as its primary ingredient. The diner provides the following veal dishes on their menu:
Appetisers:
 Sicilian Veal Involtini
 Breaded Veal Cutlets
 Veal Newport
Main dish:
 Veal Piccata
 Veal Milanese
 Veal Scaloppini with Wine and Parsley

a. Identify the local culture that Sammy’s restaurant focused on when developing their
recipes.

Local people in town prefer veal meat.

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b. Identify at least two veal dishes that the diner serves as appetiser.

i. Breaded veal cutlets

ii. Sicilian veal involtini

c. Identify at least two veal dishes that the diner serves as main dish.

i. Veal milanese

ii. Veal piccata

Scenario 2
Sofia owns a local diner that is in an area where a lot of people with English ethnicity.
Since majority of the diner’s customers are English people, Sofia’s diner adopted English recipes in
their menu. The diner provides the following English dishes on their menu:
Appetisers:
 Yorkshire Pudding
 British Fish and Chips
 Bangers and Mash
Main dish:
 English Pickled Onions
 Beef Wellington
 Lancashire Hotpot

a. Identify the ethnicity that Sofia’s diner based their recipes on.

The diner's on the right where there are a lot of British people.

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b. Identify at least two dishes that the diner serves as appetiser.

i. Yorkshire pudding

ii. British fish and chips

c. Identify at least two dishes that the diner serves as main dish.

i. English pickled onion

ii. Beef wellington

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Question 5

Read the scenario about food preferences relating to seasonal dishes.

Matilda is the head chef of a restaurant that provide different dishes based on the current
season.
During the summertime, the restaurant serves milkshakes since the customers look for
beverages that help them cope with the heat. Additionally, the restaurant offers tropical salad
that use fruits prevalently available during summer.
Matilda then removes the summer dishes on the menu during winter and adds a different set
of recipes instead. Customers go to the restaurant for dishes that use horse meat, which
provides a warming effect to the body when ingested.
Answer the questions that follow.

a. Identify the two dishes offered by Matilda’s restaurant.

i. Tropical salad

ii. Horse meat

b. In your own words, briefly explain why the restaurant chose to offer the summer dishes
only during summer.
Your response must be in 20 words or more.

Cause during the summer, people will search for something to cool down their heat
so they prefer a fresh meal or drink.

c. In your own words, briefly explain how the menu changes when the season changes from
summer to winter.
Your response must be in 20 words or more.

When in summer people are searching for something that can cool down the heat,
on winter people are searching for something to heat up their body temperature. This is
why a lot of people are looking for horsemeat that can warm up their bodies. And that's
why the menu will be changed by Mathilda on a seasonal basis.

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Question 6

Read the scenario about food preferences relating to variety of food products.
Betty manages a diner in the centre of Sydney.
As the diner is located in the capital, guests with different preferences frequent Betty’s diner.
This leads to Betty offering dishes from various cuisines to adjust to each customer’s
preference.
The diner provides the following dishes on their menu:
Japanese cuisine:
 Sashimi
 Pork Tonkatsu
 Miso Ramen
Indian cuisine:
 Curry
 Biryani
 Roti
English cuisine:
 Sunday Roast
 Toad in the Hole
 Shepherd’s Pie
Answer the questions that follow.

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a. Identify the three cuisines offered by Betty’s diner on their menu.

i. Japanese

ii. Indian

iii. English

b. In your own words, briefly explain why the diner offer dishes from various cuisines.
Your response must be in 20 words or more.

Because Betty had to research the people's preferences in her restaurant district
and, by making a decision that she would have three different types of cuisine so
customers could not be discouraged from visiting their restaurants.

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Question 7

Complete the table below regarding seasonal food items:

a. Identify at least two examples of each seasonal food items listed below.
b. In 30 words or more, briefly explain how each seasonal food item can affect recipe content
of organisations.

Seasonal Food Items Examples of Seasonal Food Item How Each Seasonal Food Item
Affect Recipe Content

1. Seasonal i. Summertime fresh Seasonal goods are an

products strawberries influence on recipe composition,
since they provide high quality and
fresh produce that is readily
available during certain seasons. It
encourages the development of a
recipe in these components, which
can result in tasty and varied
cuisine.
ii. Autumn pumpkin Seasonal goods, by
providing products of excellent
quality and widely available in
specific seasons, have an impact
on the composition of a recipe.
This promotes the development of
recipes during those components,
leading to a more satisfying and
diverse culinary experience.

2. Seasonal i. Summertime corn Seasonal commodities

commodities affect the composition of a recipe
through their effects on costs and
availability of ingredients.
Business can incorporate these
ingredients into their recipes to
enhance the freshness and variety
of products, so that they are able
to meet customer's wishes and
keep up with seasonal themes.

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ii. Wintertime By affecting the cost and

chestnut availability of components,
seasonal commodities have an
influence on the content of
recipes. In order to meet client
preferences and stay in line with
the seasonal theme, businesses
may add these ingredients into
their recipes, giving their products
a feeling of freshness and
diversity.

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Question 7

Complete the table below regarding culinary terms for different types of cuisine:
a. Identify at least two examples of culinary terms used in each type of cuisine listed below.
b. Define each culinary term identified.

Types of Cuisines Examples of Culinary Terms Definition

1. Japanese i. Sushi Vinegar rice topped witha

cuisine variety of toppings, frequently
seafood that is either raw or
cooked.

ii. Tempura Deep-fried fish, veggies, or

other things covered in a thin,
crispy batter.

2. Chinese cuisine i. Dim sum Bite-sized dishes including

dumplings, buns, and rolls that are
frequently served in steamer
baskets.

ii. Kungpao chicken Traditional Chinese cuisine

that has diced chicken, peanuts,
veggies, and a hot sauce.

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Types of Cuisines Examples of Culinary Terms Definition

3. Italian cuisine i. Carbonara A pasta dish flavored with

pancetta or bacon, cheese, eggs,
and black pepper.

ii. Bruschetta Bread that has been grilled

and is covered with diced
tomatoes, garlic, basil, and olive
oil.

4. Indian cuisine i. Biryani An enticing rice meal made

with meat, veggies, savory spices,
and fragrant basmati rice.

ii. Tikka masala Grilled marinated meat, like

as chicken, served in a rich
Tomato-based sauce.

5. Caribbean i. Jerk chicken Grilled or roasted chicken

cuisine that has been marinated in a hot
concoction of peppers, herbs, and
spices.

ii. Callaloo Typical Caribbean cuisine

that features leafy greens, okra,
coconut milk, and spices.

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Record of Assessment
Instructions:
This section is to be completed by your assessor.

Assessment Details

Candidate PATTANAN TAPANGPINIJKAN

Course Code

Unit of Competency SITHKOP010 - Plan and cost recipes

Assessor Name GREG WHITE

AIC
RTO

Needs more
Assessment Activity Satisfactory
evidence

Knowledge Assessment

Knowledge Assessment Question 1 ☐ ☐

Knowledge Assessment Question 2 ☐ ☐

Knowledge Assessment Question 3 ☐ ☐

Knowledge Assessment Question 4 ☐ ☐

Knowledge Assessment Question 5 ☐ ☐

Knowledge Assessment Question 6 ☐ ☐

Knowledge Assessment Question 7 ☐ ☐

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Assessor’s Comments

Remarks/feedback

Details of further evidence required

Please tick the appropriate box. Yes No

Comments and further action required are noted in the Learner Assessment
☐ ☐
Pack

Results discussed and agreed to by the candidate

☐ ☐
You have the right to appeal the outcome of your assessment.

☐ Competent
The Candidate is MISS PATTANAN TAPANGPINIJKAN
☐ Not Yet Competent

Assessor’s signature Date signed

I further confirm that I have verified the candidate’s submissions by contacting the candidate’s
supervisor and/or observer whose names appear in the Supervisor/Observer Verification Log
above.

After reassessment, the Candidate is: MISS ☐ Competent ☐ Not Yet Competent
PATTANAN TAPANGPINIJKAN
Assessor’s signature Date signed

SITHKOP010 - Plan and cost recipes (Release 1)

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 Learner Assessment Pack

Candidate’s Comments

The signature confirms that I have submitted all my own work, and agree with the assessment
decision and feedback.

Candidate’s signature: Date signed

PATTANAN 14-08-2023
TAPANGPINIJKAN

SITHKOP010 - Plan and cost recipes (Release 1)

Learner Assessment Pack Produced 12 September 2022
© Precision RTO Resources
35
Learner Assessment Pack

End of Document

SITHKOP010 - Plan and cost recipes (Release 1)

36 Learner Assessment Pack Produced 12 September 2022
© Precision RTO Resources