part B

Methods used to achieve competency in this unit of competency (UOC) are Check Points, Quizzes and Written Response Questions that must be completed in a simulated online environment. and Practical Demonstration to your Trainer. Your submissions will be used by trainers and assessors of ACTE as evidence in achieving competency of the above-mentioned unit.

The Trainer / Assessor should inform all the learners that all the tasks should be linked with moodle on Futura online website and help can be taken from available resources.

· Hand written assignments will not be accepted, assignments should be prepared in Microsoft Office. Refer to the enclosed Style Guide.

· When answering the tasks use your own words and also refer to the given Scenario.

At the beginning of each task in this Pack, you will find an Assessment Cover Sheet. Please fill it in for each task, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task and will write this on the back of the Assessment Cover Sheet.

When the assessor marks your assessment tasks, the outcome will be either Satisfactory or Not Satisfactory:

You must achieve a ‘Satisfactory’ result for all assessment tasks to be deemed competent for this unit.

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.

A reasonable adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student’s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment. ACTE will also maintain the academic integrity of a course and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; ACTE will make adjustments that are reasonable and that do not cause the RTO unjustifiable hardship.

RPL is a formal process that recognises skills developed through previous training, work or life experience, which match a unit of competency in a training course. If you believe you already have the skills covered in this unit of competency, discuss this with your trainer, who will provide you with instructions for applying for RPL.

Qualifications or statements of attainment issued by other Registered Training Organisations are recognised by the College. Where this unit of competency is equivalent to a unit of competency previously completed with another provider, credit transfer will be offered and the course length adjusted accordingly. It is the responsibility of the student to provide the relevant evidence of qualifications or statements of attainment issued by other Registered Training Organisations, which will be verified by the College prior to credit transfer being applied.

Your trainer/assessor is able to clarify any aspect of an assessment task prior to it being administered. This may include clarifying: knowledge and skills covered during the training program; the meaning of written assessment questions; performance standards for practical assessments; and marking criteria.

Once the assessment process has commenced however, the assessor is not able to provide any intervention or guidance, unless it is to prevent an unsafe act from being performed.

Please ask for help when you need it, as your trainer/assessor may not be aware that you have not understood aspects of the training program, or are not feeling confident enough to engage in assessment activities.

Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. In your assessments you must come up with your own ideas, however, at times you may need to make reference to work that has been conducted by others. Important points to be aware of:

The evidence you submit as part of this assessment will be assessed by your trainer/assessor to determine your competency. Your trainer/assessor will be guided by the following rules of evidence when making their assessment decision.

· Completed Cover Sheet for summative and practical assessments- Refer to the enclosed Cover Sheet.

· Assessment Preparation Checklist. Refer to the enclosed Checklist.

· Answers of the Written Questions

· Futura Website; and/or Online Futura Portal

· Other Websites (References should be included in any submission. Referencing guidelines are available in the Student handbook.)

· Futura Website; and online Futura portal

· Other Websites related to the unit.

Enter the user name and password provided to you by your Trainer.

You are required to use a word processing program such as Microsoft Word to compile your report. The following guidelines for your report (wherever required) is a suggested style guide. Submission of assignment can also be done in other formats which should be clearly readable and legitimate.

Format of the report

1. Assessment Cover Sheet

2. Title of the report

· Arial, Size 14 pt., Bold

3. Headings

· Arial, Size 12 pt., Bold

4. Text

· Arial, Size 11 pt.

5. Table Content

· Arial, Size 10 pt.

6. Line Spacing

· 1.5

7. Report length

· The number of words is detailed in the instructions/task description for each individual assessment method.

8. Presentations are to be created in presentation software such as Microsoft PowerPoint. Resources such as overhead/data projector, whiteboard markers, speakers, pen pointers, and presentation screens will be provided.

Your Trainer/Assessor will guide you through the assessment method/requirements for each period.

This unit describes the performance outcomes, skills and knowledge required to plan and cost basic menus for dishes or food product ranges for any type of cuisine or food service style. It requires the ability to identify customer preferences, plan menus to meet customer and business needs, cost menus and evaluate their success.

The unit applies to hospitality and catering organisations. Menus can be for ongoing food service, for an event or function, or for a food product range such as patisserie products. It applies to cooks, pâtissiers and catering personnel who usually work under the guidance of more senior chefs.

To achieve competency in this unit you must demonstrate your ability to:

· Identify customer preferences.

· Plan menus.

· Cost menus.

· Write menu content.

· Evaluate menu success.

Your training facilitator / assessor will advise you when to commence the parts of this assessment by taking signature on Learner Preparation Checklist.

In order to be deemed competent in this unit you must competently complete all the following assessment tasks:

Formative assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

· Help students identify their strengths and weaknesses and target areas that need work; and

· Help faculty recognise where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value.

Examples of formative assessments include asking students to:

· Draw a concept map in class to represent their understanding of a topic;

· Submit one or two sentences identifying the main point of a lecture; and

· Turn in a research proposal for early feedback.

Summative assessment: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

· A mid unit assessment;

· A final project;

· A paper; and/or

· A role play.

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

Assignment: A task or piece of work allocated to someone as part of a job or course of study.

Project: an individual or collaborative enterprise that is carefully planned to achieve a particular aim.

Written Response: In a response submission, you do assess the item you’ve been assigned to observe, but you add your personal reaction and impressions to the report. The steps for completing response submission are:

· Observe or read the piece for an initial understanding;

· Re-read the piece and stop to reflect often;

· Record your thoughts and impressions in notes;

· Develop an opinion; and

· Write an outline.

Online Assessment

Enter the user name and password provided to you by your Trainer.

Ensure that you have completed all the check points within the unit.

· Checkpoints are to be completed on the online Futura portal using your student user ID/login so no assignment coversheet is needed.

· This formative assessment will be marked automatically by the online portal and feedback will be provided automatically.

Online Assessment

Enter the user name and password provided to you by your Trainer.

Ensure that you have completed the e-Quiz of the unit before the due date.

· Quiz is to be completed on the online Futura portal using your student’s user ID/login so no assignment coversheet is needed.

· This formative assessment will be marked automatically by the online portal and feedback will be provided automatically.

Student Name
Student Number

Receipt of Assignment

Receiver’s Signature

Date

I certify that this assignment is my own work based on my personal study and/or research and that I have acknowledged all materials and resources used in the preparation of this assignment whether they are books, articles, reports, lecture notes and any other kind of document, electronic or personal communications. I also certify that the assignment has not previously been submitted for assessment in any award or course and that I have not copied in part or whole or otherwise plagarised the work of other students and/or persons. I have read the advice on plagiarism and understood its implications. I can produce another hard/soft copy of this assignment within 24 hours if requested.

Student Signature

Date

Qualification Code	SIT30816	Qualification Name	Certificate III in Commercial Cookery
Unit Code	SITHKOP002	Unit Name	Plan and cost basic menus
Due date		Trainer/Assessor	Balraj Chatha

This assignment will not be marked unless the the above declaration is signed

Assessment Tasks and Instructions

Assessment Guidelines

Assessment

Your task:

Q1. List 3 sources of information you can use in your workplace to obtain information on customer profile and food preferences:

Q2. What are the service style(s) and cuisine(s) used in your workplace? List all that apply and list menu examples which are used for each service style or type of cuisine used:

Q3. Complete the following yield tests, calculating the Net yield per Kg and the net portion cost for each commodity based on the net cost per Kg and the portion size per kg provided.

Q4. How would the profit margins and menu type differ in a fine dining establishment compared to a bistro or pub? What would be cost factors you would need to consider for each of these operations?

Assessment Tasks and Instructions

Assessment Guidelines

Assessment

Your Tasks:

Plan, cost, write and evaluate each of the following menu types. The instructions on the following pages outline the specific task requirements.

The following formulas are relevant for this assessment:

Part –A: Customer Portfolio

Scenario:

You are working at ACTE restaurant and notice few similar traits about regular customers. Most of them are middle age with goods jobs with average salary. There is good even mix of male and female. Half of them are European background with 1/4rd of Indian background and rest are mix.

Identifying the customer and customer preferences for creating menus. The responses you provide for this question will form the basis of your menus to be planned, costed and evaluated for this assessment

Provide an overview of the customers who frequent the restaurant in your workplace as mention in above scenario. Describe the style of cuisine that is used and the menu type or different menu types which are being used. Provide an overview of which entrées, main courses, desserts and specials are the best sellers and what are the approximate price ranges for these.

Part-B: Menus

1. Menu 1 – Plan an à la carte menu.

Instruction for designing a la carte Menu:-

· Your menu must contain at least 3 choices each for:

· Entrées

· Soups

· Main Courses

· Desserts

· Additionally, provide 1 vegetarian entrée and 1 vegetarian option for a main course

· The dishes must provide a balanced variety on offer and within the courses offered including the following:

· colours

· cooking methods

· delicacies

· flavours

· nutritional values

· presentation

· seasonally available ingredients

· tastes

· textures.

· The dishes you plan for the menu must fit the customer profile you have described in Part-A, and meet a price level that matches what you currently have on offer in the establishment.

Assignment Task to submit in the Project:

A. Draft ideas for each of the dishes, present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked “Menu 1”

B. Establish standard recipe cards for each dish, listing the ingredients and required quantities.

C. Establish a yield test sheet for one main ingredient, using the attached template “Yields” and calculate the net yield, and net cost.

D. Finalise the standard recipe cards for each dish and cost each dish based on a ‘per serve/per person’ price based on a food cost not exceeding 34% for each dish – Adjust menu items accordingly.

E. Identify the dishes that feature best in terms of profitability.

F. Write the menu using an attractive font of your choice, no smaller than size 12.

· Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients

· Use correct culinary terms, language and grammar relevant to the style of cuisine

G. Once implemented , obtain feedback for the success of the menu using two methods outlined in the table below and attach the feedback to this assessment marked “Menu 1”

Menu 2 – Plan a buffet menu.

Instruction for designing buffet Menu:-

· Define the type of buffet theme or style you will plan, and include suitable dishes typically included for such a buffet including provisions for all courses in your buffet menu. The food cost for this buffet must not exceed 30%. The cost per person need to fit the profile of your establishment you have identified in Part-A of this assessment.

· The dishes must provide a balanced variety on offer and within the courses offered including the following:

· colours

· cooking methods

· delicacies

· flavours

· nutritional values

· presentation

· seasonally available ingredients

· tastes

· textures.

Assignment Task to submit in the Project:

A. Draft ideas for each of the dishes, present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked “Menu 2”

B. Establish standard recipe cards for each dish, listing the ingredients and required quantities and cost these to meet the required margins set out in instructions.

C. Establish a yield test sheet for one main ingredient, using the attached template “Yields” and calculate the net yield, and net cost.

D. Identify the dishes that feature best in terms of profitability.

E. Write the menu using an attractive font of your choice, no smaller than size 12.

a. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients

b. Use correct culinary terms, language and grammar relevant to the style of cuisine

F. Once implemented , obtain feedback for the success of the menu using two methods outlined in the table below and attach the feedback to this assessment marked “Menu 2”

G. What was the feedback received, and accordingly what should be improved for a degustation menu in the future?

Menu 3 – Plan a cyclical menu.

Instruction for completing cyclical Menu:-

· Plan a cyclical menu of your choice suitable to the customer profile /establishment you have identified in Part A. Plan a cyclical menu to run over 1 week, dinner to cater for participants of a 1 week HACCP seminar with a company next door. The menu must include 3 courses at a set price of $25.00 per person and a food cost not exceeding 32%. The seminar is duration of 1 week Monday to Friday and is held consecutively over 2 months.

· The dishes must provide a balanced variety on offer and within the courses offered including the following:

· colours

· cooking methods

· delicacies

· flavours

· nutritional values

· presentation

· seasonally available ingredients

· tastes

· textures.

Assignment Task to submit in the Project:

A. Draft ideas for each of the dishes, present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked “Menu 3”

B. Establish standard recipe cards for each dish, listing the ingredients and required quantities and cost these to meet the required margins set out in instructions.

C. Establish a yield test sheet for one main ingredient, using the attached template “Yields” and calculate the net yield, and net cost.

D. Identify the dishes that feature best in terms of profitability.

E. Write the menu using an attractive font of your choice, no smaller than size 12.

a. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

b. Use correct culinary terms, language and grammar relevant to the style of cuisine

F. Once implemented , obtain feedback for the success of the menu using two methods outlined in the table below and attach the feedback to this assessment marked “Menu 3”

G. What was the feedback received, and accordingly what should be improved for a degustation menu in the future?

Menu 4 – Plan a degustation menu.

Instruction for completing degustation Menu:-

· Plan a degustation menu of your choice suitable to the customer profile /establishment you have identified in Part A. Plan a degustation menu comprising of at least 5 courses, and offering 2 main course options. The food cost must not exceed 34 %. The maximum cost shall be in proportion to the client information and current prices for meals as identified in Part-A.

· The dishes must provide a balanced variety on offer and within the courses offered including the following:

· colours

· cooking methods

· delicacies

· flavours

· nutritional values

· presentation

· seasonally available ingredients

· tastes

· textures.

Assignment Task to submit in the Project:

A. Draft ideas for each of the dishes, present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked “Menu 4”

G. Establish standard recipe cards for each dish, listing the ingredients and required quantities and cost these to meet the required margins set out in instructions.

B. Establish a yield test sheet for one main ingredient, using the attached template “Yields” and calculate the net yield, and net cost.

C. Identify the dishes that feature best in terms of profitability.

D. Write the menu using an attractive font of your choice, no smaller than size 12.

a. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

b. Use correct culinary terms, language and grammar relevant to the style of cuisine

E. Once implemented , obtain feedback for the success of the menu using two methods outlined in the table below and attach the feedback to this assessment marked “Menu 4”

G. What was the feedback received, and accordingly what should be improved for a degustation menu in the future?

Menu 5 – Plan an ethnic menu.

Instruction for designing ethnic Menu:-

· Plan an ethnic menu of your choice suitable to the customer profile /establishment you have identified in Part A. Plan an ethnic menu of your choice suitable to the customer profile establishment you have identified in Part-A. The menu needs to include 3 courses with two choices in each. The food cost must not exceed 30%.

· The dishes must provide a balanced variety on offer and within the courses offered including the following:

· colours

· cooking methods

· delicacies

· flavours

· nutritional values

· presentation

· seasonally available ingredients

· tastes

· textures.

Assignment Task to submit in the Project:

A. Draft ideas for each of the dishes, present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked “Menu 5”

B. Establish standard recipe cards for each dish, listing the ingredients and required quantities.

C. Establish a yield test sheet for one main ingredient, using the attached template “Yields” and calculate the net yield, and net cost.

D. Identify the dishes that feature best in terms of profitability and make adjustments to meet the food cost requirements set out in instructions.

E. Write the menu using an attractive font of your choice, no smaller than size 12.

a. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

b. Use correct culinary terms, language and grammar relevant to the style of cuisine

F. Once implemented , obtain feedback for the success of the menu using two methods outlined in the table below and attach the feedback to this assessment marked “Menu 5”

G. What was the feedback received, and accordingly what needs to be improved or changed?

Menu 6 – Plan a set /table d’hôte menu.

Instruction for designing set /table d’hôte Menu:-

· Plan a set or table d’hôte menu of your choice suitable to the customer profile /establishment you have identified in Part A. The menu needs to include 3 courses and have two choices for main course and one choice each course. The food cost must not exceed 30% and could potentially make use of any by-products you have identified in e.g. your à la carte menu (Menu 1) or degustation menu (Menu 4)

The dishes must provide a balanced variety on offer and within the courses offered including the following:

· colours

· cooking methods

· delicacies

· flavours

· nutritional values

· presentation

· seasonally available ingredients

· tastes

· textures.

Assignment Task to submit in the Project:

A. Draft ideas for each of the dishes, present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked “Menu 6”

B. Establish standard recipe cards for each dish, listing the ingredients and required quantities, which must reflect the portion sizes for courses within a menu.

C. Establish a yield test sheet for one main ingredient, using the attached template “Yields” and calculate the net yield, and net cost.

D. Identify the dishes that feature best in terms of profitability and make adjustments to meet the food cost requirements set out in instructions.

E. Write the menu using an attractive font of your choice, no smaller than size 12.

a. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

b. Use correct culinary terms, language and grammar relevant to the style of cuisine

F. Once implemented , obtain feedback for the success of the menu using two methods outlined in the table below and attach the feedback to this assessment marked “Menu 6”

G. What was the feedback received, and accordingly what needs to be improved or changed?

Menu 7 – Plan a seasonal menu.

Instruction for designing seasonal Menu:-

· Plan a seasonal menu, relevant to the time of the year/month and the region where you undertake this assessment. Your menu may include e.g. dishes for a game season, fresh berries in season, in conjunction with dishes paired to new wines released or similar. Your menu needs to comprise of a selection of speciality dishes using seasonal produce as a specials menu or a complete menu using at least 4 courses with two choices in each. The food cost shall not exceed 31% for any dish, and the menu should be in line with the characteristics you have provided in Part-A of this assessment.

· The dishes must provide a balanced variety on offer and within the courses offered including the following:

· colours

· cooking methods

· delicacies

· flavours

· nutritional values

· presentation

· seasonally available ingredients

· tastes

· textures.

Assignment Task to submit in the Project:

A. Draft ideas for each of the dishes, present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change, accordingly. Attach this draft and comments to this assessment marked “Menu 7”

B. Establish standard recipe cards for each dish, listing the ingredients and required quantities.

C. Establish a yield test sheet for one ingredient, using the attached template “Yields” and calculate the net yield, and net cost.

D. Cost each dish and indentify the profitability of each menu item. Make adjustment s to meet the requirements set out in instructions.

E. Write the menu using an attractive font of your choice, no smaller than size 12.

a. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

b. Use correct culinary terms, language and grammar relevant to the style of cuisine

F. Once implemented , obtain feedback for the success of the menu using two methods outlined in the table below and attach the feedback to this assessment marked “Menu 7”

G. What was the feedback received, and accordingly what needs to be improved or changed?

Part-C: Case Study Scenario

1) a la carte

You are a employee at ACTE restaurant. You have to prepare a la carte menu which is Menu 1 of your project, was sold to the customer for a period of one month. During this period total sale of Menu Items in a month were:

Customer gave positive feedback of Entree no 2 and main course no 3 for appearance and good balance of flavours. Dessert no 1 was highly liked for its appearance and texture. Soup no 2 obtain negative feedback of lack of flavour and main course no 1 for not appealing.

All other dishes were sold in moderate quantity. Except two items sold least, menu was sold in reasonable profit with food cost of 30%.

Q) Which dishes sold most? What is the food cost of the à la carte dishes overall based on the sales figures at the time of the review? How would you adjust menu on bases of above data?

2) ethnic menu

You are an employee at ACTE restaurant. You have prepared seasonal menu which Menu 5 of your project, was sold to the customer for a period of one month. During this period total sale of Menu Items in a month were:

Customer gave positive feedback of soup no 1 and main course no 2 for appearance and good balance of flavours. Dessert no 1 was highly liked for its appearance and texture. Entree no 2 obtain negative feedback of lack of flavour and main course no 1 for not appealing.

All other dishes were sold in moderate quantity. Except two items sold least, menu was sold in reasonable profit with food cost of 30%.

Q) Which dishes sold most? What is the food cost of the à la carte dishes overall based on the sales figures at the time of the review? How would you adjust menu on bases of above data?

Record of Assessment Outcome & Mapping
Learner Details	Assessor Details
Name		Name	Balraj Chatha
Course Code	SIT30816	Date
Unit Code	SITHKOP002	Unit Name	Plan and cost basic menus

	TASK 1	TASK 2	TASK 3	TASK 4
PERFORMANCE CRITERIA	E-CHECKPOINT	QUIZ	WRITTEN ASSESSMENT	PRACTICAL OBSERVATIONS
1.1. Identify current customer profile for the food business.	CP1-1,2,3	Q.1,2	A1-Q.1,8	Project-Part A
1.2. Analyse food preferences of customer base.	CP1-1,4	Q.1,3	A1-Q.2	Project-Part A
2.1. Generate a range of ideas for menus for dishes or food production ranges, assess their merits, and discuss with relevant personnel.	CP2-1,4 CP3-1,2,3,4 CP4-1,2,3,5,6,7	Q.4,7,9,10,11,12,13,14,15, 16,17,18	A1- Q.7,8	Project-Part B
2.2. Choose menu items to meet customer preferences.	CP1-4 CP4-2,3,5,6	Q.3,14,15,16,17	A1-Q.8	Project-Part B
2.3. Identify organisational service style and cuisine, and develop suitable menus.	CP2-3,4,5 CP4-4,5	Q.6,7,8,16	A1-Q.2	Project-Part B
2.4. Include a balanced variety of dishes or food production items for the style of service and cuisine.	CP4-6,7 CP5-3	Q.17,18,21	A1-Q.5	Project-Part B
3.1. Itemize proposed components of included dishes or food production items.	CP4-4 CP5-1,3	Q.19,21	A1-Q.3	Project-Part B
3.2. Calculate portion yields and costs from raw ingredients.	CP5-4,5	Q.22,23	A1-Q.3	Project-Part B
3.3. Assess cost-effectiveness of proposed dishes or food production items and choose menu items that provide high yield.	CP5-1,2,4	Q.13,14	A1-Q.3,4	Project-Part B & C
3.4. Price menu items to ensure maximum profitability.	CP6-1,2,3,4	Q.13,14,15	A1-Q.5	Project-Part B
4.1. Write menus using words that appeal to customer base and fit with the business service style.	CP6-5	Q.26	A1-Q.4,8	Project-Part A & B
4.2. Use correct names for style of cuisine.	CP6-5	Q.26	A1- Q.6	Project-Part B
4.3. Use descriptive writing to promote sale of menu items.	CP6-5	Q.26	A1-Q.10	Project-Part B
5.1. Seek ongoing feedback from customers and others, and use to improve menu performance.	CP7-1,2	Q.27,28	A1-Q.9	Project-Part B
5.2. Assess success of menus against customer satisfaction and sales data.	CP5-2 CP7-3,4	Q.20,29,30	A1-Q.9	Project-Part C
5.3. Adjust menus based on feedback and profitability.	CP7-3,4	Q.29,30	A1-Q.9	Project-Part C
Result: Satisfactory
Result: NOT Satisfactory
Overall, the candidate was assessed as:	Competent Not Yet Competent
Re-Assessment Required	YES NO
Trainer Signature
Learner Signature

RTO ID: 40336 CRICOS ID: 03187D

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