The target market for this course is international students who hold an appropriate visa and wish to undertake this course in order to access employment as a commercial cook in organisations such as restaurants, hotels, clubs, pubs, cafés, and coffee shops. Students may also wish to undertake the course to access further study opportunities.

Students are not required to have prior work experience or relevant skills or knowledge to enter this course.

Entry requirements 

Students must be over 18 years of age at the time of course commencement.  Students must secure an appropriate visa that allows them to study in an Australian Registered Training Organisation prior to course commencement. 

Academic entry requirements 

To gain admission into this course, students must have successfully completed year 11 or secondary studies in their home country equivalent to an Australian Year 11*.  

(*Subject to the Assessment Level of that country and the course undertaken. Please refer to Ashton College’s website for further details). 

English Language entry requirements 

International Students applying for this qualification must have a minimum English language proficiency of IELTS 6.0 or an equivalent exam result recognised by the Department of Home Affairs.

Australian migration rules are based on Assessment Level (degree of safety) assigned to every immigrant nationality that goes from level 1 to level 4. The higher the Assessment Level means it can be difficult to get a visa. For further information, please visit Department of Home Affairs website. However, for Assessment Level 1 countries, you may not be asked to provide evidence of English Language with your Visa Application.

You must still take the Ashton College pre-entry placement test at Orientation. It is used as a guide to determine the level of language, literacy and numeracy required for competent performance.

Other equivalent English language proficiency level is deemed one of the following:  

English language test providers	Minimum score	Minimum score and at least 20 weeks English Language Intensive Courses for Overseas Students (ELICOS)
International English Language Testing System (IELTS)	6	5
Pearson Test of English Academic (PTE Academic)	50	40

English Language Evidence Exemptions:  

You do not need to provide evidence of an English test score with your visa application if one of the following applies: 

• you are a citizen and hold a passport from UK, USA, Canada, NZ or Republic of Ireland  
• you are an applicant who is a Foreign Affairs or, Defence sponsored student or a Secondary Exchange student (AASES) 
• you are enrolled in a principal course of study that is a registered school course, a standalone English Language Intensive Course for Overseas Students (ELICOS), a course registered to be delivered in a language other than English, or a registered post-graduate research course 
• you have completed at least 5 years’ study in English in one or more of the following countries: Australia, UK, USA, Canada, New Zealand, South Africa, or the Republic of Ireland 
• in the 2 years before applying for the student visa, you completed, in Australia and in the English language, either the Senior Secondary Certificate of Education or a substantial component of a course leading to a qualification from the Australian Qualifications Framework at the Certificate IV or higher level, while you held a student visa. 

Training Pathway 

Students who successfully complete this qualification may progress into: 

• SIT40521 Certificate IV in Kitchen Management,  
• SIT40621 Certificate IV in Catering Management 
• SIT40721 Certificate IV in Patisserie 

Employment Pathway 

This qualification provides a pathway to work as a cook in organisations such as restaurants, hotels, clubs, pubs, cafes, cafeterias and coffee shops.  

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice. 

All students are provided with the opportunity to have their prior learning and experience assessed and gain recognition for this. (Recognition of Prior Learning – RPL).

Students who have successfully completed whole units of competency included in this course with another RTO can apply for Credit Transfer. (CT)

The CT and RPL application processes are provided to students in pre-enrolment information in accordance with the RPL/ CT policy and procedure.

Learner needs are assessed at enrolment in accordance with the Enrolment Policy and Procedure.  Applicants complete the Enrolment and Pre-Training Review and submit supporting documentation to enable Ashton College to assess whether the course is appropriate for addressing their individual learner needs.  

Once applications are received, they are assessed to ascertain whether the course addresses individual learner needs. The College will review the applicant’s prior experience, knowledge and skills in coming to this decision. 

Decisions on whether the course is appropriate for addressing the applicant’s learning needs and whether the applicant can address the entry requirements are made.  Students with learning needs that require support are identified during the enrolment processes.   

Support is provided for clients with identified needs in accordance with the Client Support Policy and Procedure. 

Ashton College takes all feasible and reasonable steps to assist students during the course so they can successfully complete the course within the course schedule and achieve certification. 

Reasonable adjustments will be made to ensure that the student is not presented with artificial barriers to demonstrating competency in the program of study. Reasonable adjustments may include the use of adaptive technology, educational support, and alternative methods of assessment such as oral assessment. Any adjustments made will be recorded in the student’s file. 

The learning need that forms the basis of any adjustment to the training program will be identified and appropriate strategies will be agreed with the student. Any adjustments will be recorded in the student file. 

Pre enrolment information 

Ashton College provides information to students’ pre-enrolment on course demands and expectations via the Client Information Handbook and course information available on the Ashton College website. This information also identifies the process for assessing the learner needs during enrolment, the outcomes of assessment and details on how Ashton College supports individual learner needs post enrolment. 

Orientation 

Ashton College delivers an orientation to students outlining course requirements, processes, demands, support services and general information prior to course commencement.  

Monitoring student performance in class 

During scheduled classes and supervised study sessions trainers monitor student performance when completing tasks, participation in learning activities, completing homework and through responses to questions and questions asked. Formative assessment is also routinely undertaken. Trainers identify student abilities/ progress, learning needs/ issues from undertaking the above activities.  

Trainers provide support to students in each class depending on individual learning and support needs e.g. explain concepts again, providing more one to one support, putting them in groups where they can learn of other students during group work tasks, providing extra time to complete tasks or referring them to learning materials to develop their knowledge and understanding. Students can also approach trainers or the Student support officer at any time to access learning support services.  

Learning methodologies are planned and implemented by trainers as they progress through each unit. Trainers structure classes depending on the topic and individual learning needs of each student cohort. Learning activities for one group may have more of an emphasis on developing knowledge for one unit and on developing foundation skills for another. The individual needs of the cohort are considered, and activities planned accordingly.  

Students with English language learning issues may be allocated more groupwork to develop knowledge and soft skills at the same time as their English language ability. The English-speaking abilities of students from some countries is often stronger than their English writing ability. This may be the opposite for other nationality students who sometimes struggle more with speaking in English.  

The issues arising from the education system students have been exposed to in some countries also influences the learning activities to develop knowledge and skills. Some countries have more of an emphasis on theoretical knowledge and subsequently students struggle when it comes to developing skills to apply knowledge in given contexts. Again, the learning activities chosen will reflect these individual learning needs.  

Monitoring course progress 

Ashton College monitors students course progress in accordance with the Client Support Policy and Procedure and ‘The National Code of Practice 2018’ Standard 8 requirements.  

Student course progress is monitored and students at risk of failing to achieve satisfactory course progress are identified. Trainers monitor performance and progress in class and can initiate intervention support for students by completing documentation and forwarding this to the Course Coordinator. Student results on the SMS are also monitored every fortnight. Students identified at risk of not achieving satisfactory course progress are identified, counselled and where relevant have intervention strategies initiated.  

The college provides assistance if the student is experiencing difficulties and not progressing through their course as per the course schedule.   

Ashton College employs a range of support services where appropriate and feasible to support students learning needs during course delivery. 

Access to appropriate support services is provided to assist students to successfully complete their course within the scheduled duration.  Ashton College may refer students to external sources if they are unable to sufficiently provide support for students learning needs.  

Refer to the Client Support and Completion Within Expected Duration policies and procedures for further details on how Ashton College monitors course progress and supports students to help ensure completion within the expected duration.  

Students at Risk 

Ashton College has intervention strategies, including student support services available to enable students to complete the qualification within the scheduled duration. 

Students at risk of not completing their course within the scheduled duration are identified as early as possible.  

Ashton College meets with all students who are not making satisfactory progress and with their agreement puts in place Intervention strategies to assist in their successful completion of the course.  

Ashton College has defined “satisfactory progress” as successfully completing more than 50% of units undertaken in a study period. 

Students who do not make satisfactory progress over two consecutive study periods will be reported in accordance with the requirements of the ‘The National Code of practice 2018’. 

This process is governed by Ashton College Client Support and Completion within Expected Duration Policy and Procedures. 

Academic Support  

Students who are experiencing difficulties with any aspect of their course are encouraged to contact their trainer or other relevant staff.  Our trainers are able to provide academic support to facilitate the successful completion of your course.   

LLN Support 

Students who are experiencing language, literacy and numeracy difficulties during the course can access support from our trainers. 

If the level of support required is outside of what the trainer can provide then Ashton College will arrange a referral to internal LLN support services within the Academic Department. 

Welfare Support  

We understand that our students sometimes require extra support to help them cope with their training course. Sometimes there can be personal issues that impact their successful course completion.  We can assist students in accessing professional welfare services.  Students who are experiencing personal/ welfare issues that are impacting their studies are encouraged to contact their trainer or other relevant support staff. Please refer to Client Information Handbook for contact details of support staff members. 

Students must successfully complete a total of 25 units of competency to acquire the SIT30821 Certificate III in Commercial Cookery qualification.  This comprises 20 core units and 5 elective units. The course units are indicated in the table below.  

Unit code	Unit title	Core/ Elective	TAS Hours
SITXFSA005	Use hygienic practices for food safety**	C	40
SITHCCC027	Prepare dishes using basic methods of cookery**	C	80
SITHCCC023	Use food preparation equipment*	C
SITHCCC042	Prepare food to meet special dietary requirements*	C
SITXWHS005	Participate in safe work practices	C	40
SITXWHS006	Identify hazards, assess and control safety risks	E
SITHKOP009	Clean kitchen premises and equipment*	C	40
BSBSUS211	Participate in sustainable work practices	E	40
SITHCCC028	Prepare appetisers and salads*	C	40
SITHCCC030	Prepare vegetable, fruit, eggs and farinaceous dishes*	C	40
SITXINV006	Receive, store and maintain stock*	C	100
SITXFSA006	Participate in safe food handling practices	C
SITXFSA007	Transport and store food*	E
SITHCCC026	Package prepared foodstuffs*	E
SITHCCC031	Prepare vegetarian and vegan dishes*	C	40
SITHCCC043*	Work effectively as a cook^*	C	212
SITHCCC040	Prepare and serve cheese*	E	40
SITHCCC037	Prepare Seafood dishes*	C	40
SITHCCC036	Prepare meat dishes*	C	40
SITHCCC035	Prepare poultry dishes*	C	40
SITXHRM007	Coach others in job skills	C	20
SITHCCC029	Prepare stocks, sauces and soups*	C	40
SITHKOP010	Plan and cost recipes	C	60
SITHCCC041	Produce cakes, pastries and breads*	C	100
SITHPAT016	Produce desserts*	C
Units with * require prior completion of the prerequisite unit  Units with ** is a prerequisite unit  Units with ^ involves 192 hours of mandatory work placement

The course is delivered over 52 weeks consisting of 44 weeks tuition and 8 weeks of holidays. Students will participate in nominal(supervised) activities for a total of 880 hours at 20 hours per week. Tuition is split over four 11-week study periods and 8 weeks of holidays.  

Classes are scheduled for 20 hours of face-to-face delivery per week consisting of 8 hours per day for 2 days and one day for 4 hours per week. Supervisedstudy sessions give students the opportunity to get additional support from their trainer. In addition, students are expected to undertake 4 hours unsupervised independent study and assessment outside of scheduled class time per week.  Please refer to the course delivery schedule for further details. 

Work placement – 24 weeks x 8 hours per week = 192 hrs (students may spend variable amount of time per week while on work placement. However, a minimum of 192 hours of work placement must be completed). 

Breakdown of delivery: 

• Face to face classes – 44 weeks x 20 hours per week = 880 hrs 
• Work placement – 24 weeks x 8 hours per week = 192 hours 
• Independent study and assessment outside of class time – 44 weeks x 4 hours per week = 176 hrs 
• Total course hours: 880 + 192 + 176 = 1248 hours 

Students also have the option to attend supervised study sessions although this is not included in the volume of learning.  

The course duration and volume of learning is in accordance with recommendations for Certificate III level courses in the Australian Qualification Framework guidance. 

The course duration is appropriate for addressing learner needs as it allows an appropriate amount of time for students to learn concepts, develop knowledge and understanding. The course allows students reflect on learning and apply skills and knowledge in situations outside of the classroom and opportunities for formative assessment and study, prior to undertaking summative assessment.   

The amount of time dedicated to delivery and formative assessment activities prior to students undertaking summative assessment can be amended to cater for individual learning needs.  

Learner cohort characteristics/needs, the Australian Qualifications Framework, Training package, industry feedback and guidance on ‘Meeting the Volume of Learning Requirements’ in the Users Guide to the Standards for RTO’s 2015’ which have been considered when formulating this Training and Assessment Strategy. 

Classes will consist of groups of between 16 – 20 students. 

A face to face delivery mode is employed including face to face training and independent study and assessment outside of face to face classes.  Students also have the option to attend supervised study sessions for 4 hours per week. 

All face to face delivery takes place in Ashton College’s training facilities either at: 

• Ashton College head campus: 213 Nicholson Street, Footscray Melbourne Victoria 3011  
• Ashton College Training Kitchen: Ashton Hotel 108 Newquay Promenade Docklands Victoria 3000.  

Students will be timetabled to attend class at either of the above campus locations. Students will also be supported outside of face to face class time through e-mail and/or telephone.  Trainers will advise students about the delivery schedule. 

Some units are delivered stand-alone, and some are clustered together for delivery. An understanding of the relationships between unit subjects is developed throughout the course.  

A timetable is given to each student pre-course commencement (at orientation).  Students are provided with an induction to the course to outline the learning and assessment processes, support services and other relevant information during orientation.    

Text books for the course are provided to students. Students read relevant sections of the textbooks in preparation for the face to face classes.  Students attend face to face classes for each unit at agreed stages throughout the course.  Students may contact their trainer for support/ assistance outside of scheduled face to face contact times.   

The following techniques are employed during face to face delivery depending on the subject matter:  trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations and group work.  The context of the simulated workplace environment will be incorporated into delivery methodologies and students complete tasks to appropriate workplace standards. 

By employing this approach knowledge is developed and implemented during learning activities where Students practice applying the knowledge in the classroom, simulated workplace environment and during work placement. This approach also helps develop skills, confidence and motivation and facilitates learning and development.  

The topics in each unit of competency are presented in a logical flow and related to previous topics addressed. Connections and relationships are outlined. The complexity of content and concepts is also developed – simple to complex.  

Practical learning and development activities are built in to facilitate incremental learning, development and motivation for future learning. Feedback, encouragement and formative assessment are integrated. Trainers build mentoring relationships with students over time to facilitate development. 

Methods to promote participation in class include practice, re-enforcement, providing encouragement, recognition of achievement or attempts, providing feedback and encouraging students to reflect and provide input into their own learning strategies and a flexibility to approaches to address individual learning needs.  

Class sizes ensure that students have one on one access to trainers on a regular basis.  Classes include an appropriate balance between trainer presentations/ demonstrations and learning activities.  

Supervised Study Sessions (4 hours per week) – Optional 

In addition to weekly scheduled classes, a 4-hour supervised study session is also provided to students each week. These supervised sessions are designed to have trainers provide support to students learning the given unit of competency which will help them to strengthen the required skills for projects, presentations or assessments. Trainers also provide assistance to students develop their study skills.  

Independent study and assessment outside of class time (4 hours per week) 

During independent study students will read the learning material to develop knowledge and understanding.  The learning material includes a mixture of theoretical information and tasks.  Learning material includes sufficient information for the students to learn the topic, undertake practice activities and complete tasks.   

Homework activities will be provided to students.  Trainers will provide instructions as to the sections of the learning material that must be reviewed and the activities to be completed each week.  Two hours per week will be spent on homework activities.  

Trainers review/ assess students completed homework activities on a weekly basis at the start of the next scheduled class. By reviewing written homework, verbal responses to questions and participation in learning activities trainers ascertain whether student’s have a) completed the allocated tasks and b) understand/ learned the intended knowledge and or skills.  

Students will also undertake their own research and reading on course related topics (industry practices, trends/ characteristics, codes of practice, organisations entering the market, maintain currency of requirements, workforce requirements, emergent technologies) to develop knowledge and understanding. One hour per week will be spent on these activities. This time may include interacting with industry organisations and stakeholders.  

Two hours will be spent by students each week preparing for in class assessments and undertaking assessments to be completed in their own time e.g. projects and writing reports.  

Independent study activities are planned by trainers as they progress through each unit. Trainers structure classes depending on the topic and individual learning needs of each student cohort. Study activities for one group may have more of an emphasis on developing knowledge for one unit and on developing foundation skills for another. The individual needs of the cohort are considered, and activities planned accordingly.  

Students with English language learning issues may be allocated more groupwork to develop knowledge and soft skills at the same time as their English language ability. The English-speaking abilities of students from some countries is often stronger than their English writing ability. This may be the opposite for other nationality students who sometimes struggle more with speaking in English.  

The issues arising from the education system students have been exposed to in some countries also influences the learning activities to develop knowledge and skills. Some countries have more of an emphasis on theoretical knowledge and subsequently students struggle when it comes to developing skills to apply knowledge in given contexts. Again, the learning activities chosen will reflect these individual learning needs.  

Students will be expected to undertake activities to develop their English language ability every week. Given that effective business/ management practice is heavily dependent on effective communication skills we recognise this as an important area of communication knowledge/ skills development. English is the main recognised international business language.  

Students are strongly encouraged to speak English only in the classroom and throughout the rest of the day whilst they’re at school. Speaking English in non-classroom environment is encouraged to allow them to put into practice what they learn in class. Whether it be during break-time, lunch time, college excursion, a college activity or in their own time, trainers will routinely encourage students to speak English at every opportunity. 

It should be noted that the above indication of time spent on unsupervised study and assessment activities each week are approximations and may vary at different points of the course.  The amount of time Individual students may spend on activities may vary based on their learning needs and individual contexts. 

The delivery methodologies/ strategies described above are adjusted to cater for the learner needs of each cohort and the stage of the course.  

Trainers will also contact students on a regular basis to provide support and assistance outside of scheduled face to face classes. During the contact your trainer will provide support and encouragement and discuss: 

• relevant course content and concepts 
• learning opportunities  
• feedback on submissions 
• opportunities for formative assessment  
• any issues the Student is experiencing 
• assessment requirements 
• Student progress  
• course delivery schedule 

Students could be provided opportunities to undertake formative assessment during delivery. Trainers provide feedback to students on areas for improvements to facilitate the development of appropriate knowledge and skills and prepare them for summative assessment.   

The trainer may provide additional learning support where gaps are identified in the participant’s underpinning knowledge.  Training staff will make reasonable adjustment to adjust delivery methodologies and materials to cater for individual learning needs. 

The effectiveness of training and assessment strategies and practices (including independent study) and delivery methodologies are also reviewed/ assessed. Feedback from students is collected on an ongoing basis. Student’s ability to successfully complete learning activities and achieve satisfactory course progress by performing satisfactorily in summative assessment tasks is also used to assess effectiveness.  Formal course assessment takes place each year when each course is reviewed.  Refer to the Validation section of the training and assessment strategy for each course for further details on quality review activities. 

Work Placement Requirements  

It is an assessment requirement of the unit SITHCCC043 Work effectively as a cook for students to safely and hygienically prepare, cook and present menu items for a minimum of 48 complete food service periods that cover:  

• breakfast 
• dinner  
• lunch 
• special function 

Work placements are usually arranged by the students themselves. Students will access an actual workplace with a commercial kitchen that serves customers to address the requirements of this unit.  Workplaces may include restaurants, hotels, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, and event and function caterers. Menu types may be classical, contemporary or ethnic and service may be formal or informal. 

Service periods in the workplace must include breakfast service, lunch service, dinner service or special function Multiple service periods may be completed in organisations that provide food service all day. One service period is defined as lasting no less than 4 hours.  Where a student works in any one day for more than 8 hours this is defined as 2 service periods. Service periods lasting for more than 4 hours but less than 8 hours are defined as one service period.  The total minimum hours of work placement are 192 hours of service delivery. 

In the event where a student cannot secure a work placement Ashton College will help them secure and arrange work placements through a third party which would incur an additional fee. The pricing structure of the cost will be up to the discretion of individual agents. Students must access a functioning workplace with a commercial kitchen that serves customers to address the requirements of this unit. 

Summary of work placement arrangements 

• Student arranges work placement. 
• A work placement agreement will be negotiated, agreed and documented between the student, the work placement organisation and Ashton College.  
• A review of the workplace is undertaken by an Ashton College delegate to confirm the facilities, equipment and materials satisfy course requirements.  
• Ashton College confirms the availability of customers with the workplace to satisfy unit of competency requirements prior to each placement commencing. 
• The work placement agreement identifies all work placement arrangements and responsibilities. Supporting documentation is supplied each party to outline their roles and responsibilities. 
• All parties must agree to undertake the identified roles and responsibilities prior to the commencement of the work placement.  Ashton College supports trainers, students and supervisors in completing their roles. 
• Students commence their work placement on the agreed dates/ times. 
• Students are supervised by the work placement supervisor. 
• Students undertake duties as per work placement organisation, training package requirements and work placement agreement. 
• Students may be provided opportunities to observe, develop and practise applying the relevant knowledge and skills under the supervision of a workplace supervisor.  
• Trainers liaise with students and workplace supervisor at agreed times throughout the placement to monitor completion of assessment requirements. The frequency of trainer visits will vary between each student depending on the type of shifts and how many shifts they complete in a given period of time.  
• Trainers provide support to students via telephone, e-mail and in person when visiting the student at the work placement. 
• Trainers contact each student a minimum of 3 times during the period of work placement. The number of visits/contacts can be amended to address individual learner needs. Visits are scheduled approximately every 6 weeks.  
• Trainers schedule work placement visit/s taking into account the learner needs, course and workplace requirements.  
• Students may attend face to face sessions during the period of their work placement. 
• Students are provided opportunities to consolidate and apply knowledge, understanding and skills prior to summative assessment.  Formative assessment opportunities are provided prior to summative assessment.  
• Students undertake the summative assessment activities using the assessment tools for the work placement unit of competence.  
• Opportunities for re-assessment are provided. 
• Work placement documentation is completed by all parties throughout the work placement.  The work placement is not complete until all the required documentation is completed and submitted to the relevant parties

Some units are assessed stand-alone and some are clustered for assessment.  

Students commence undertaking summative assessment tasks once the relevant teaching/ learning has been completed and they have been provided opportunities for formative assessment.  

Students undertake assessment at Ashton College’s main campus, at Ashton College’s Training kitchen, their work placement organisation and in their own time.  All summative assessment activities will be conducted by Ashton College assessors.  Students are timetabled to attend the campus and training kitchen on separate days.  Trainers advise students about the delivery schedule. 

• Ashton College head campus: 213 Nicholson Street, Footscray Melbourne Victoria 3011  
• Ashton College Training Kitchen: Ashton Hotel 108 Newquay Promenade Docklands Victoria 3000 

Each unit of competency assessment includes assessment methods in accordance with unit of competency guidelines, principles of assessment and rules of evidence.  Students undertake assessments to demonstrate competence against the assessment criteria in each unit.  Students attempt each assessment in turn until competency is demonstrated against all unit requirements. 

Students will be informed of assessment processes and methodologies pre-enrolment and at orientation.  Assessors will provide copies of the assessment tasks in accordance with the assessment schedule and discuss the assessment requirements with each student prior to them attempting each task.   

To be assessed as satisfactory for each assessment activity, student responses must be at least reasonably correct answers. Students must demonstrate satisfactory performance in each assessment task to be deemed competent in the unit. 

Students will be provided with opportunities for re-assessment if they fail to demonstrate competency during assessment tasks.  In certain cases, students may be advised to re-enrol in further training before re-attempting assessments. 

Assessment submissions are marked S – Satisfactory or NS – Not Satisfactory and verbal and/or written feedback provided.  Unit results are recorded as C – Competent and NYC – Not Yet Competent.  

Students will be permitted 2 attempts to demonstrate competency in each assessment.  If they are still unable to demonstrate satisfactory competence at this point, they must re-enrol in the unit and undertake the training again. 

Assessments employ a variety of theoretical and practical tasks to assess student’s knowledge and skills in relation to the unit context.  The context of the simulated workplace environment may be incorporated into assessment tools (where appropriate) and students complete tasks to workplace standards.  

Students attempt each assessment in turn until all the assessments contained in the course are complete.  On successful completion of all assessments the student will be awarded the course qualification. 

The assessment process is implemented in accordance with Ashton College’s Assessment, Access and Equity, Academic Misconduct and Complaints and Appeals policies and procedures.  

Assessment methods may include 

• Demonstrations/ Observation/ Role play/ Practical Task 

This includes students undertaking practical tasks so that they can demonstrate competence by applying knowledge and skills in given contexts to workplace/ industry standards.  This can include the use of role play where students undertake the role of a stakeholder and demonstrate competence in simulated workplace conditions/ contexts.   

Often the assessor will observe the performance of tasks to assess whether competency has been demonstrated.  Demonstrations of skills and knowledge are assessed in actual workplaces and the simulated workplace environment in Ashton College’s training kitchen. 

• Short answer questions/ Theory Task 

These take the form of students answering a series of questions in open or closed book conditions to demonstrate competency.  

• Multiple choice questions/ Theory Task 

Students read a question and potential answers. Students are required to select the correct response. 

• Written assessments/ Theory Task 

This may include students undertaking research, interpreting information and writing reports on given topics/ contexts. It could also include completing forms, documents, plans and other workplace documentation.  

• Project 

This includes students undertaking project tasks in their own time or the work placement organisation or training facility to demonstrate competence by applying knowledge and skills in given contexts to workplace/ industry standards.  This often includes the submission of documentation to demonstrate competence.  

• Journal/ Activity log book – Work placement 

To satisfy Training Package requirements for the unit SITHCCC043 Work effectively as a cook, students must complete a minimum of 48 complete service periods (shifts) in an actual workplace.  Each service period must last for a minimum of 4 hours. Total minimum hours of work placement are 192 hours of service delivery.   

Part of the assessment for SITHCCC043 Work effectively as a cook requires students to complete a logbook.  They will outline the activities undertaken, dates, times duration etc.     

• Third party reports – Work placement  

Each student has a workplace supervisor during work placement.  Supervisors complete a third-party report.  Third party reports indicate whether the candidate has competently completed relevant workplace tasks several times in accordance with workplace standards. 

Assessment tasks: 

• Reflect real life work tasks. 
• Are required to be performed within industry standard timeframes as specified by assessors in relation to each task. 
• Are assessed using assessment criteria that relate to the quality of work expected by the industry. 
• Are performed to industry safety requirements as relevant. 
• Utilise authentic workplace documentation, resources, equipment and materials  
• Require students to work with others as part of a team. 
• Require students to plan and prioritise competing work tasks. 
• Involve the use of standard workplace equipment. 
• Ensure that students are required to consider workplace constraints such as time and budgets. 
• Ensure access to industry-realistic ratios of kitchen staff to customers. 

Assessment tools 

Clear instructions on how to complete assessment tasks and information on the requirements to demonstrate competency for each assessment are included in assessment materials.   

Assessment staff are provided with clear instructions on how to administer assessment tasks.  Assessment staff will gather evidence in accordance with the assessment gathering guidelines in each unit of competency and make appropriate judgements on student’s competency.  

Each assessment resource contains an assessment tool for the students to complete. This includes assessment tasks, an Assessor Guide and an Assessment Mapping document. 

Academic integrity 

Ashton College implements an Academic Misconduct policy and procedure.  It is the role of the CEO and trainers/ assessors to ensure that academic integrity is maintained in all learning and assessment activities. Trainers must create opportunities to reinforce students’ understanding of what cheating, plagiarism and collusion is and what will be the outcome if they undertake such practices.  Ashton College treats this matter very seriously and it is one of the most important roles of a trainer/ assessor to ensure academic integrity.  

• Cheating 

Cheating is the use of any means to gain an unfair advantage during the assessment process.  Cheating may be (but not limited too) copying another student’s answers, using mobile phones or other electronic devises during closed book assessments, bringing in and referring to pre prepared written answers in a closed book assessment and referring to texts during closed book assessments amongst others.   

Cheating in any form during assessments will result in the student’s assessment submission being invalidated.  

• Plagiarism 

Plagiarism is the submission of somebody else’s work as one’s own.  This may include copying all or part of another person’s thoughts or ideas and representing them as one’s own.  If a student fails to identify the original source of some or all of the submission this also constitutes plagiarism.   

If a student copies another student’s work and submits it as their own, this is also a form of plagiarism and cheating.  

During assessment students will read about ideas and gather information from many sources. When students use ideas in assessment tasks they must identify who produced them and in what publications they were found. If they do not do this, they are plagiarising.  If students are including other people’s work in submissions e.g. passages from books or websites, reference should be made to the source. 

Submitting plagiarised work during assessments will result in the student’s assessment submission being invalidated.  

• Collusion 

Collusion is the presentation by a student of an assessment as one’s own which 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 students in plagiarism or other forms of academic misconduct or cheating. Both collusion and plagiarism can occur in group work.  

Unauthorised collusion during assessments will result in the student’s assessment submission being invalidated.  

Cheating and/or plagiarism and/or collusion during assessments will be treated as a breach of the Code of Conduct and is deemed to be ‘Academic Misconduct’ and may lead to the student being removed from the course and their student visa being affected.   

All students have access to the Code of Conduct and Academic Misconduct policy and procedure.  The Code of Conduct is printed in the Student Information handbook and a copy of the Academic misconduct policy and procedure is available on request by contacting the Academic Director at any time. 

If students have been found to have colluded, cheated or plagiarised, there are penalties and processes that are followed. Students may be penalised by any of the following ways as: 

• be reprimanded 
• be required to repeat the assessment or complete a new assessment task 
• fail all or part of the unit 
• have their enrolment cancelled 

Student submissions are reviewed in accordance with the Academic Misconduct policy and procedure.  The authenticity of submissions is verified in accordance with this policy and procedure. The Training and Assessment policy and procedure moderation recording document identifies how moderation of assessor judgements is reviewed and also identifies how action taken as a result of any issues identified. 

Please refer to the Training and Assessment and Academic misconduct policies and procedures and the Assessment moderation recording document for further details.  

Appeals and grievances 

If a student has a grievance or wishes to appeal an assessment decision, they may do so through the Complaints and Appeals Policy and Procedure.  

Initially the student should talk with their trainer/assessor and see if the situation can be resolved informally. If the student is not satisfied with the outcome the student may then lodge a formal complaint.  Formal complaints are to be made to the Academic Director. 

Complaints and appeals are actioned within 5 days of receipt of a complaint or appeal. The College will act upon the outcome of any complaint found to be substantiated. Appeals must be lodged within 20 working days of the decision of a complaint process or assessment result. 

For further information on this procedure refer to the Complaints and Appeals Policy and Procedure. 

Upon successful completion of 25 units of competency, students will be issued a SIT30821 Certificate III in Commercial Cookery qualification and record of results that indicates the units successfully completed. Students who successfully complete some but not all of the units of competency in the course they will be issued a Statement of Attainment detailing the units they have successfully completed.  

• Certificate IV in Kitchen management
• Diploma of Hospitality Management
• Advanced Diploma of Event Management

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