Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Policies and procedures
Work is carried out according to company policies and procedures, regulatory and licensing requirements, legislative requirements, and industrial awards and agreements
Legislative requirements
Legislative requirements are typically reflected in procedures and specifications. Legislation relevant to this industry includes:
the Food Standards Code, including labelling, weights and measures legislation
legislation covering food safety, environmental management, OHS, anti-discrimination and equal opportunity
Workplace information
Workplace information can include:
verbal or written instructions
standard operating procedures (SOPs)
specifications
production schedules
recipe instructions
Typical sweet yeast products
Typical sweet yeast products include but are not limited to:
Danish pastries
croissants
savarin
brioche
Panettone
Italian cakes
fried cakes
These may be prepared from scratch or using pre-mixes
Typical ingredients
Typical ingredients include but are not limited to:
flour
yeast
sugar
fruit
shortening and emulsifiers
Conditioning ingredients
Conditioning ingredients may include:
bringing to required temperature and soaking dry ingredients
Preparation and cooking methods
Preparation and cooking methods vary according to product type. Some products require lamination. Typical cooking methods include:
baking
frying
Finishing methods
Finishing methods can include:
filling
topping
glazing
soaking in syrup
Washes such as milk and egg may be applied prior to cooking and/or baking
Typical equipment
Typical equipment includes:
mixers
sieves
lifting equipment
extruders
depositors
dough brake and/or rollers
ovens and frying equipment according to workplace practice and product requirements

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment
Assessment must be carried out in a manner that recognises the cultural and literacy requirements of the assessee and is appropriate to the work performed. Competence in this unit must be achieved in accordance with food safety standards and regulations.

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of ability to:
plan and prepare ingredients, equipment and processes required for dough
combine and process ingredients according to requirements for type of product
bake or fry product
assess product outcomes against quality standards
take corrective action in response to typical faults and inconsistencies
clean equipment
apply safe work practices and identify OHS hazards and controls
cost final product
apply food safety procedures

Context of and specific resources for assessment
Assessment must occur in a real or simulated workplace where the assessee has access to:
work procedures, including advice on relevant product requirements, safe work practices, food safety, quality and environmental requirements
recipe instructions
final product specifications and related inspection/control points
mixing, baking/frying equipment
materials/ingredients
personal protective clothing, equipment and material safety data sheets (MSDS) as required
cleaning procedures, materials and equipment as required.

Method of assessment
This unit should be assessed together with core units and other units of competency relevant to the function or work role. An example could be:
FDFOP2004A Clean and sanitise equipment.

Guidance information for assessment
To ensure consistency in one's performance, competency should be demonstrated on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities, and where possible, over a number of assessment activities.