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Develop Menus for Special Dietary Requirements - SITHKOP004

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This unit describes the performance outcomes, skills and knowledge required to develop menus and meal plans for people who have special dietary needs for health, lifestyle and cultural reasons. It requires the ability to identify the dietary requirements of customers, develop special menus and meal plans to meet those requirements, cost menus and to monitor and evaluate the success of menu performance. The unit applies to all hospitality and catering organisations that prepare and serve food. This includes hotels, clubs, restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and function caterers. It applies to those people who operate independently or with limited guidance from others such as senior cooks, chefs, catering supervisors and managers.

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Developed by ACTE
This document is a Student Assessment Pack
for the above Unit of Competency and is to be
completed by a student to demonstrate his/her
competency.
Student Assessment Pack
SITHKOP004
Develop menus for special dietary
requirements
SIT - Tourism, Travel and Hospitality Training Package

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Adelaide College of Technical Education
Table of Contents
Purpose of Assessment.................................................................................................................. 3
Target Group................................................................................................................................................3
Selected Methods and Intended Use............................................................................................................3
Standard Instructions for Assessor/Trainer.................................................................................. 3
Standard Instructions for Learners................................................................................................3
Plagiarism..................................................................................................................................................... 3
Evidence Requirements..................................................................................................................4
Documents to be attached along with each Summative and practical Assessment Submission..................4
Assessor Expectations................................................................................................................................. 4
Resources for Learner.................................................................................................................................. 4
Resources for Trainer / Assessor................................................................................................................. 5
Reasonable Adjustment.................................................................................................................. 5
Procedure to Login to Futura........................................................................................................................ 5
Format for Written Submissions....................................................................................................6
Assessment Method Coversheet....................................................................................................7
Overview........................................................................................................................................... 8
Elements....................................................................................................................................................... 8
When to Commence your Assessment......................................................................................................... 8
Assessment Methods................................................................................................................................... 8
Assessment Definitions................................................................................................................................ 9
Assessment Preparation Checklist..............................................................................................10
Assessment Method One –Check Points.................................................................................... 11
Assessment Method Two - Quiz...................................................................................................12
Assessment Method Three –Written Response Assessment....................................................13
Assessment Method Four – Practical Demonstration................................................................25
Assessment Record and Feedback............................................................................................................ 41
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Adelaide College of Technical Education
Purpose of Assessment
Purpose of this assessment is to check that the competency should be achieved on all elements of
performance outcomes, skills and knowledge required to develop menus and meal plans for
people who have special dietary needs for health, lifestyle and cultural reasons. It requires the
ability to identify the dietary requirements of customers, develop special menus and meal plans to
meet those requirements, cost menus and to monitor and evaluate the success of menu
performance.
Target Group
ACTE’s learners enrolled in the unit SITHKOP004Develop menus for special dietary requirements
must be having basic literacy and numeracy skills who are either experienced or having no
experience of working in a professional environment.
Selected Methods and Intended Use
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
through Futura websitehttp://moodle.futuraonline.com.au 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.
Standard Instructions for Assessor/Trainer
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.
Standard Instructions for Learners
 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.
 Unit competency together with performance and assessment criteria can be accessed from
https://training.gov.au/Training/Details/SITHKOP004
Plagiarism
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:
 Know what plagiarism is. Go to this website if you require additional
information. http://www.plagiarism.org/
 Plan your work
 Reference your work / acknowledge all of your sources
What is Plagiarism? Retrieved May 2017, from http://www.plagiarism.org/plagiarism-101/what-is-plagiarism
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Adelaide College of Technical Education
Evidence Requirements
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.
Rule Evidence must...
Valid
• Address the elements and performance criteria
• Reflect the skills, knowledge and context described in the competency standard
• Demonstrate the skills and knowledge are applied in real or simulated workplace
situations
Current • Demonstrate the Learner's current skills and knowledge
• Comply with current standards
Sufficient
• Demonstrate competence over a period of time
• Demonstrate competence that is able to be repeated
• Comply with language, literacy and numeracy levels which match those required
by the work task (not beyond)
Authentic • Be the work of the learner
• Be able to be verified as genuine
Documents to be attached along with each Summative and practical
Assessment Submission
 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
Assessor Expectations
All Tasks should be answered with a minimum of half (½) page length per question/activity/issue,
unless otherwise advised, or to be answered as per the requirement of the Task in an appropriate
manner.
Resources for Learner
 Futura Website; and/or Online Futura Portal
 Other Websites (References should be included in any submission. Referencing
guidelines are available in the Student handbook.)
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Adelaide College of Technical Education
Resources for Trainer / Assessor
 Futura Website; and online Futura portal
 Other Websites related to the unit.
Reasonable Adjustment
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.
Procedure to Login to Futura
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Consulting Trainers
Last date of Submission
Submitted to
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Adelaide College of Technical Education
Format for Written Submissions
This unit describes the performance outcomes, skills and knowledge required to review corporate
governance requirements, implement operating procedures and monitor policy.
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.
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Adelaide College of Technical Education
Assessment Method Coversheet
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 SIT40516 Qualification
Name Certificate IV in Commercial Cookery
Unit Code SITHKOP004 Unit Name Develop menus for special dietary
requirements
Due date Trainer/Assessor
This assignment will not be marked unless the the above declaration is signed
RTO ID: 40336 CRICOS ID: 03187D Page 7 of 44 V1.01 February 2018
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Adelaide College of Technical Education
Overview
This unit describes the performance outcomes, skills and knowledge required to develop menus
and meal plans for people who have special dietary needs for health, lifestyle and cultural reasons.
It requires the ability to identify the dietary requirements of customers, develop special menus and
meal plans to meet those requirements, cost menus and to monitor and evaluate the success of
menu performance.
The unit applies to all hospitality and catering organisations that prepare and serve food. This
includes hotels, clubs, restaurants, educational institutions, health establishments, defence forces,
cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and
function caterers.
It applies to those people who operate independently or with limited guidance from others such as
senior cooks, chefs, catering supervisors and managers.
Elements
To achieve competency in this unit you must demonstrate your ability to:
1. Identify menu requirements.
2. Develop menus and meal plans for special diets.
3. Cost and document special menus and meal plans.
4. Monitor special menu performance.
When to Commence your Assessment
Your training facilitator / assessor will advise you when to commence the parts of this assessment
by taking signature on Learner Preparation Checklist.
Assessment Methods
In order to be deemed competent in this unit you must competently complete all the following
assessment tasks:
Method & Purpose Description
Assessment Method One
• Check Points
• Formative Assessment
• Online portal
Checkpoint to be completed on the online Futura Portal
comprise of all relevant performance criteria.
Assessment Method Two
• Quiz
• Formative Assessment
• Online portal
Quiz to be completed in online Futura Portal comprises of
all relevant performance criteria.
Assessment Method Three
• Written Assessment
• Summative Assessment
• Typed in MS Word
Written assessment is short answer questions to be
completed in MS Word comprises of all performance
criteria.
Assessment Method Four
• Practical Demonstration
• Summative Assessment
The Learner must demonstrate practical competency in a
task and the related skill to be observed by the trainer
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Adelaide College of Technical Education
Assessment Definitions
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.
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Adelaide College of Technical Education
Assessment Preparation Checklist
Unit/s of Competency SITHKOP004Develop menus for special dietary requirements
Learner Name
Assessor Name
 As the Learner are you ready for assessment? Yes  No 
 Has the assessment process been explained to you and
that to achieve a successful outcome for this unit of
Competency you must be deemed Satisfactory in all
assessment tasks?
Yes  No 
 Do you understand The Recognition of Prior Learning
(RPL) process? Yes  No 
 Do you understand which evidence is to be collected
and how? Yes  No 
 Do you understand your rights and the appeal system? Yes  No 
 Have you discussed any special needs that should be
considered during the assessment process? Yes  No 
 Do you require an adjustment to the conduct of the
assessment to respond to a specific or a special need?
E.g. Cultural, Language, Disability, Literacy or
Numeracy purposes.
Yes  No 
I agree to undertake this assessment in the knowledge that the information gathered will only be
used for the purpose of determining my skills as Satisfactory or Not Satisfactory for each
assessment method. Additionally the information gathered is for the determination of my
Competency by the collection of all assessment evidence for this unit of competency and can
only be accessed by my workplace supervisor, my RTO and nominated regulatory authorities.
Learner Signature
Assessor Signature
RTO ID: 40336 CRICOS ID: 03187D Page 10 of 44 V1.01 February 2018
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Adelaide College of Technical Education
Assessment Method One –Check Points
Online Assessment
Go the following link http://moodle.futuraonline.com.au
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.
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Adelaide College of Technical Education
Assessment Method Two - Quiz
Online Assessment
Go the following link http://moodle.futuraonline.com.au
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.
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Adelaide College of Technical Education
Assessment Method Three –Written Response Assessment
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITHKOP004Develop menus for special dietary
requirements
Trainer/Assessor Balraj Chatha
Assessment for this Unit of
Competency/Cluster
Details
Assessment 1 Short Answer Questions
Reasonable Adjustment
1. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
2. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
RTO ID: 40336 CRICOS ID: 03187D Page 13 of 44 V1.01 February 2018
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Adelaide College of Technical Education
Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your knowledge required to complete the tasks
outlined in elements and performance criteria of this unit:
culinary terms and trade names for:
o substitute ingredients used to produce dishes with special dietary recipes
o ingredients suitable for meeting basic nutritional needs
o ingredients that cause common allergic reactions
o food additives and preservatives
main types and culinary characteristics of special diets that are part of contemporary Australian society:
o eating regimes:
 elimination
 macrobiotic
o exclusions for allergies, contraindications with medicines or food intolerance
o fat-free
o fluids
o food preferences
o food restrictions
o gluten-free
o high carbohydrate
o high or low energy
o high or low protein
o high fibre
o lacto ovo
o low carbohydrate
o low cholesterol
o low fat
o low gluten
o low kilojoule
o low sugar
o modified sodium or potassium
o modified texture
o nutritional requirements
o portion size
o substitutes:
 gluten-free flour
 yeast-free flour
 non-sugar sweeteners
o sugar-free
o type one and two diabetes
main types and culinary characteristics of cultural or religious diets that are part of contemporary Australian
society:
o halal
o Hindu
o kosher
o vegan
o vegetarian
main types of customer groups that have special dietary requirements:
o adolescents
o athletes
o children
o defence forces
o elderly
o health care
o ill or injured
o infants
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Adelaide College of Technical Education
o international tourists
o nutritional and energy requirements due to physical condition
o people in areas affected by disaster or environmental extremes
o people from different socioeconomic groups
o people in remote areas
o those with weight problems:
 underweight
 overweight
 obese
meaning of:
o drug-food interactions
o food allergy
o food intolerance
key health and legal consequences of failing to address special requirements:
o allergic reactions
o anaphylaxis
o food sensitivity or intolerance reactions
basic principles and practices of nutrition:
o nutrients and their food sources
o influences on food choice
o food and beverage selection influences
o food labelling and interpretation
o role and implications of using food additives and preservatives
o health implications of food choices
o role of good nutrition in avoiding dietary diseases
o effects of various cooking methods and food storage on nutrients
primary components of Australian Dietary Guidelines, in particular those for older Australians, children and
adolescents and their use in menu planning
methods and formulas for calculating portion yields and costs from raw ingredients:
o butcher’s test
o standard measures
o standard yield tests
Place/Location where assessment will be conducted
Resources Requirement: Pen, Paper, internet access or a copy of “Australia New Zealand
Food Standards Code - Standard 3.2.1 - Food Safety Programs (Australia Only)” or an
organisational food safety plan as set out in the TP.
Instructions for assessment including WHS requirements
You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.
Once completed, carefully read the responses you have provided and check for completeness.
Your trainer will provide you with feedback and the result you have achieved.
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Adelaide College of Technical Education
Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This assessment: First Attempt 2nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student Signature Date: / /
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Adelaide College of Technical Education
Assessment 1
Your task
You are required to complete all questions and tasks for assessment.
1. The Australian Guide to Healthy Eating provides 5 nutritional guidelines for adults, children and
adolescents, and the Elderly, which vary slightly for each group. Provide a brief description of
what these recommend in general:
Description
The nutritional guidelines are as follows:
1. To maintain a physically fit and healthy body and to stay physically active the food
consumed should be filled of protein and should be prepared and stored safely. The food
should be filled of nutrients.
2. The food should not only include a specific variety or range of vegetables or fruits only,
there should be a wide variety of different proteins, juices, green vegetables and fruits.
 Explain two (2) implications that the Australian Guide to Healthy Eating has towards your role
as a chef:
Implications
The Australian guide to healthy eating helps in professional service and deciding the structure of the dish.
The guide also helps in making important decisions related to cooking.
 You are working as the chef in a hospital and a new patient has Coeliac disease. How will you
ensure that the patient is not adversely affected?
Factors to be considered during the selection, preparation, cooking and serving
processes
The food provided to them should be naturally gluten free like rice, potatoes, corn, cassava,
beans etc.
The utensils used to cook or used to eat by the celiac disease person should be cross
contaminated and should be absolutely bacteria free.
 You work at Hotel Futura as a chef. For a seminar the hotel offers the food choices outlined in
the table below. Which menu adjustments would be required for each course for guests
requiring gluten free meals and for those who suffer from diabetes?
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Adelaide College of Technical Education
Breakfast Morning Tea Lunch Afternoon
Tea
Dinner
Poached Eggs
on sour dough
with ham and
spinach
Assorted
sweet muffins
Pork Piccata,
mushroom
risotto,
Ratatouille
Tropical Fruit
Salad
Mini Danish,
assorted tea
sandwiches
Caesar Salad
Sole fillets with
beurre blanc,
steamed
asparagus
Chocolate
Raspberry Mille
Feuille
Gluten Free
No gluten is
allowed so brown
or gluten free
breads are
preferable.
Gluten free
cookies and
muffins can be
provided
Wheat is not
allowed hence rice
or corns are
preferable
Gluten free
pastries and
breads can be
provided.
The gluten free
salad and bread.
Chocolate water
and potatoes are
preferable.
Diabetes
Glucose free
bread.
Sugar less tea
and sugar free
cookies
Very sweet fruits
are avoidable. And
sweet syrups
should not be
used.
Fruits like
apples and
glucose free
bread.
Low fat and low
sugar products.
Sauce used should
be low in fat.
Alternatives should
be used for
deserts.
 List three diseases that can be linked to diet, and explain how a change in diet could be
beneficial in these cases:
Suggestions
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Adelaide College of Technical Education
Disease Dietary factors Correct diet
Heart attack High consumption of low fat and
more cholesterol
Consumption of rich variety of
proteins and limited cholesterol
Blood pressure problems High consumption of salt and
extra fat consumption.
Reduce sodium intake, drink less
alcohol, exercise daily.
Obesity High consumption of fatty food
and fiber intake
Hydration should be proper and
fiber intake should be reduced.
 What are the requirements for the following dietary needs?
Dietary needs Requirements
Lactose intolerance
Low sodium
Coeliac
Diabetes mellitus
Milk products and dairy farm products like cheese, butter, curd should
be avoided.
Products that are low in salt and do not contain sodium.
Low or gluten free products like rice, potatoes and the products which
do not contain wheat.
Diabetic patients are offered sugar free and glucose free diet.
7. Some religions have specific requirements regarding which types of food or food combinations
may be consumed. What is the basic information you need to consider when writing menus for
the following client groups, but also generally when catering for any religious based
requirements?
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Adelaide College of Technical Education
Customers Requirements
Jewish customers
Muslim customers
Hindu customers
General
Flesh of the pig and meat and milk products are not consumed at same
time and fishes are not consumed without fins.
Meat is the priority and non veg is must, not for all but most of them ,
alcohol is not preferred. The dairy products like cheese butters are not
preferred.
They do not prefer meat or flesh. The food containing garlic or onions
may not be eaten or taken by some. Anyone may even prefer meat.
The food varies from customer to customer everyone may not prefer
one kind of food so the services should be according to the customer.
Their preferences should be asked and then their food should be
served according to their requirements.
8. Which aspects in terms of patient requirements and product availability need to be considered
for texture modification of foods? Which equipment is typically used to prepare and present
texture modified preparations?
The food which is being prepared for the patient with the available resources, the food textures
may be changed for the patients who have problems in chewing and swallowing the food. The
textures in the food will help these patients in easily eating their food and will help them
recovering these problems so the food being prepared should be according to these patients and
their needs and their comfort. The food should be consistency wise very fluid for the patients so
that it makes swallowing easier. As the food is thick liquid form it will slowly slide down the throat
which will help these patients in swallowing the food. There are different kinds of equipments and
textures to prepare and present the modified food that are
 Food processor or robot coupe
 Meat grinder
 Mixer
 Hand held mixer.
These are the process and equipments that should be used to prepare and present the modified
food.
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Adelaide College of Technical Education
9. Provide examples for potential reactions to food allergies or intolerances. What are the
consequences of failing to address special requirements for food allergies, medical conditions
or drug-food interactions? What would be your actions to avoid negligence and meet legal
requirements?
There are many examples of potential reactions to food allergies, there are many food items
which are not allowed to be taken with some of the drugs some of the examples are nervousness,
rapidly breathing, sweating are some of the food intolerance symptoms; if a patient is taking or
consuming vitamin c then iron should be very less or should not be consumed as iron adversely
gets affected by vitamin c which may cause damage to the body and health. In this case
individual preference should be considered and the food should be prepared according to their
needs or according to their health issues because even a small dose of these items may cause
severe distress and adverse affect on their health this may also cause death. The general
guidlines should be considered while preparing the food.
10. Which major nutrients are provided through the following foods?
1. Bread, cereal, rice, pasta, noodles
These items provide a wide range of vitamins. These items also give proteins, fibre and iron to body.
2. Vegetables, legumes Capsicum, broccoli, cauliflower, cabbage, and tomatoes
These items provide carbohydrates, vitamins and minerals.
3. Dark green and orange vegetables like spinach, broccoli, carrots and pumpkin
These vegetables provide a high dose or range of vitamin c.
4. Green vegetables, dried peas, beans and lentils
These vegetable provide minerals like iron calcium and also provide folate.
5. Fruit
The fruits contain vitamins , minerals and different plant chemicals which are very beneficial for
the health. Fruits help to fight heart attacks, cancers and different savior diseases.
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Adelaide College of Technical Education
11. Which nutrients are the main energy providers for the human body?
What is their general role, nutritional value and how much of each should be included in a
healthy diet?
The most important energy providers are minerals, fat and carbohydrates which should be consumed by
people to get energy. The balanced diet is important for everyone and it varies from age to age and sex, the
general food should be 30 – 35 percent, the carbohydrates consumed should be 50 – 60 percent . the fat
should be consumed 30 -45 percent. These minerals and carbohydrates if taken according to this diet then
they can be beneficiary for the body`
12. What are food additives?
How can additives affect individuals and how can you as a chef identify specific additives in
foods?
Additives is a kind of chemical added to food products to preserve them or to improve the quality of
food. This chemical may contain any bacteria, acidity or any other regulator. This is added to food
products to keep them safe or it may be a food coloring or sweetener. This guides in recognizing
items that contain added substances that individuals are susceptible to, e.g. the basic allergens
additive 220 (sulfur dioxide) in wine and monosodium glutamate (MSG) utilized as flavor enhancer
621.
13. Which factors need to be considered when choosing cookery methods to ensure foods
maintain maximum nutritional values or meet dietary requirements?
Factors that should be kept in mind while choosing a cookery method are as following:
 Healthy and oil free methods should be used.
 Methods which do not lose any minerals or vitamins.
 Steaming is the best method which is used to cook vegetables.
 Boiling in water should be avoided as it results in losing all the vitamins and minerals.
 Deep frying or frying things will result in access of oil in the food products.
 Grilling may result in extra browning the products which may cause some health effects.
 Use of olive oil in coating and grilling will help in decreasing in the diseases.
14. What are the key features of the following lifestyle diets?
Diet Key Features
Vegan
A vegan style diet excludes all kind of animal auscultation. This
meal avoids all kind of meat, eggs or any kind of dairy product
food. This diet also has different types like:
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Raw vegan food.
Whole food vegan
Etc.
Vegan food also includes nuts, seeds and soy.
Lacto vegetarian Lacto vegetarian means a vegetarian who does even eats eggs
and eats dairy products. Lacto vegetarians only eat vegetarian
food and dairy products. They avoid eggs and meats it is
another vegan food adding dairy products.
Ovo vegetarian Ovo vegetarians are those who avoid meat and dairy products
but do eat eggs. This diet includes all the squashes, fruits,
vegetables, all kinds of grains, rice, and other baked items.
Ovo-lacto vegetarian Lacto ovo vegetarian are those people who avoid insects any
kind of fish shellfish or any kind of animal flesh. But these
people do eat dairy products and eggs and milk, bread. They do
not eat any kind of sea food and any kind of flesh or meat.
These are basically found in north America.
Pesco vegetarian They are kind of vegetarian or semi vegetarian who eat fish and
sea food with their vegetarian diet. These people add sea food
like fishes shellfish and other kind of lobsters and crabs in their
vegetarian diet.
Semi vegetarian A semi vegetarian is someone who eats veg food but
sometimes or occasionally adds meat sea food and flesh to their
diet. They may even eat poultry and insects sometimes.
15. How do storage and part processing affect the nutritional values of it and vegetables?
The fresh and new food gives more vitamins, nutrition, and minerals. The minerals and nutrition and vitamins
gets deteriorates over time. The best storage and best place keeps vegetables and fruits fresh and full of
nutrition and minerals. As the storage and placement of vegetables and food is very important for its vitamins
freshness and minerals. You have to buy new vegetables and store them in a cool, dim zone. The utilization
of nearby create and the improvement of good associations with cultivators guarantees that the culinary
expert uses deliver that is gathered under ideal conditions. Likewise, if vegetables are cut then they will lose
their vitamins considerably speedier, because of the absence of a defensive boundary. Rather than putting
away them in water, cover them with gladwrap or soggy fabrics.
16. Which nutritional requirements need to be considered for the following customer groups?
Customer Group Needs
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Adelaide College of Technical Education
Girls during adolescence/women during
menstruation
Iron is the important mineral and vitamin c is
very important for this age group.
Pregnancy and during lactation Iron, zinc and folate are the most important
intake at this stage.
Athletes Carbohydrates, proteins and iron is a proper
diet for athletes which keeps them energetic.
Defence Force Personnel Iron high and rich level of proteins and low fat
diet is proper for force personnel.
Vegetarian diets
All the cereals, nuts and grains are very
important and full of nutrients which will keep
vegetarian people fit and healthy.
People with Disabilities The diabetic people should have more of
vitamin b in their diet and varied food
products.
Institution-based Catering This diet should be simply balanced and full
of energetic diet.
People living in remote regions Fresh fruits and vegetables are not easily
available so grains rich in proteins and
vitamins
People affected by disaster or environmental
extremes
They require a professional diet as they may
have any of the health disease which may
effect their overall health and need sto be
removed.
17. 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.
List the formulas or working steps you have used for the asparagus and the Sirloin Calculations
in the table.
Commodit
y $ / kg
Trimming
s Net Yield/ kg Net cost/kg Portions /kg
Net Portion
Cost/ $
Vegetables
Zucchini 2.95 16% 0.840 3.51 0.100 0.35
Broccoli 4.85 24% 0.760 6.38 0.100 0.64
Carrots 1.40 16% 0.840 1.67 0.100 0.17
Asparagus 11.30 22% 0.780 14.49 0.100 1.45
Kohlrabi 4.28 32% 0.680 6.29 0.100 0.63
Spinach 10.60 18% 0.820 12.93 0.100 1.29
Onions 2.45 14% 0.820 2.85 0.050 0.14
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Adelaide College of Technical Education
Meat
Sirloin 16.80 26% 0.740 22.70 0.280 6.36
Loin of Pork 14.80 14% 0.860 17.21 0.250 4.30
Leg of
Lamb 8.90 27% 0.730 12.19 0.250 3.05
Formulas/Calculation steps – Asparagus:
Weight
1000- 22%= 0.780 kg.
Price
0.780 - $11.30
1000kg – x
1,000 * 1130 = 1130000 1130000/780 =14.487 = 14.49 = $14.49/kg
Formulas/Calculation steps – Sirloin:
14.49/10 = 1.449 = 1.45=$1.45/kg
18. Provide an overview of the following contemporary dietary trends and provide an example for
potential impacts each of these may have on health or nutritional balance.
Diet Description Issues
Cabbage Soup Diet As this soup name tells that it
only includes cabbage for a
long time.
As it causes weight loss it also
causes imbalance of nutrients.
Lemon Detox It only involves lemon mixtures
and lemon juice and no food
for a given period of time.
It does not provide any
nutrients and minerals to the
body and it may cxause weight
loss.
Macrobiotic Diet This diet concentrates on
providing low fat and high
fibre . to the body. This diet
Thois diet may lead to
osteoporosis.
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includes brown rice and water.
Raw Food Diet This diet includes 75 to 80 % of
raw food like raw vegetables
and raw fruits.
This may lead to lack of
nutrients if the balanced
nutrients are not intake
properly.
Stone Age Diet This diet only includes meat
and flesh and sea food. This
diet includes rich protein.
This can lead to short fall of
carbohydrates which may
affect the body
19. Provide 3 methodsyou can employ to obtain feedback on dietary menus and customer
satisfaction:
 Website quiz or online quizzes.
 Feedbacks of the customers on the website.
 Questionaries from the market.
20. List the 2 most important aspects in terms of feedback which must be considered when
evaluating the success of a menu or dish:
 Presentation and satisfaction of the dish.
 All the dietry requirements of the customer.
21. What is the importance of health professional when seeking feedback on dietary menus?
Whom could this include?
The health professionals are important so that they can give feedbacks on the dietary issues and
imbalanced diet and the nurses and doctors may also suggest the proper diet and menu for a
longer time. Dieticians might be in doled out for patients with exceptional dietary needs amid
recuperation from an ailment or mishap or as a major aspect of general restorative conditions.
Dietary needs are very intricate and it is basic to identify with the suitable staff for the vital data.
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Adelaide College of Technical Education
Assessment Method Four – Practical Demonstration
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITHKOP004Develop menus for special dietary
requirements
Trainer/Assessor
Assessment for this Unit of Competency Details
Assessment 2 Practical observation
Reasonable Adjustment
3. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
4. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Adelaide College of Technical Education
Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your ability to complete tasks outlined in elements
and performance criteria of this unit in the context of the job role, and:
develop and cost at least six menus or meal plans that individually or in combination meet
at least six different special dietary requirements as specified in the knowledge
evidence
two of the above menus or meal plans must reflect one or more cultural or religious dietary
requirements as specified in the knowledge evidence
two of the above menus or meal plans must address the special dietary requirements of
different customer groups as specified in the knowledge evidence
evaluate each of the above menus by obtaining at least two of the following types of
feedback:
o customer satisfaction discussions with:
 customers
 employees during the course of each business day
o customer surveys
o improvements suggested by:
 customers
 managers
 peers
 staff
 supervisors
 suppliers
o regular staff meetings that involve menu discussions
o satisfaction discussions with:
 customers
 allied health professionals
 dieticians
 medical specialists
o seeking staff suggestions for menu items
develop above menus and menu plans within commercial time constraints, demonstrating:
o methods for responding to feedback and adjusting menus
o basic principles and practices of nutrition.
Place/Location where assessment will be conducted
Resource Requirements
Refer to the Assessment conditions attached to the Futura Group Mapping Document located in
the teacher support tools folder or the “Assessment Conditions” for this unit in the SIT 1.0 Training
Package.
Instructions for assessment including WHS requirements
1. To undertake this assessment you must have been instructed how to use each piece of
equipment in your work area or workplace and participated in an induction in your
workplace or place of training/study.
2. You are required to wear a complete uniform relevant to your area of training (Cookery,
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Adelaide College of Technical Education
Food and Beverage, Housekeeping etc.).
3. Your personal presentation must reflect the standards typically expected and acceptable in
the TH&E industry.
4. You will be observed on 3 separate occasions undertaking a variety of tasks relevant to
your level of training and the practical subjects you are enrolled in, and currently do as part
of your training for example preparing simple dishes, preparing mise en place for a bar or
food and beverage section or participating in the servicing of rooms etc. as relevant.
5. You are encouraged to clarify any tasks, requirements or questions you may have with your
trainer.
Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This
assessment:
First Attempt 2nd Attempt 3nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student
Signature Date: / /
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Adelaide College of Technical Education
Assessment 2
Project
Your Tasks:
The project for assessment 2 consists of 3 parts, Part A, Part B and Part C.
 Part A requires the planning and calculation of 6 different menus including 1 cyclic menu or
meal plan
 Part B requires the evaluation of each menu using at least 2 different evaluation methods
overall.
 Part C requires the amendment of at least 1 menu based on feedback and 1 menu to meet
cost factors.
You are required to complete each task for this assessment as outlined below in the specific task
instructions.
The following formulas are relevant for this assessment:
Support Info
Food cost Percentage:
Food Cost : Sales Price x 100 = Food Cost Percentage %
Individual Menu Item (Variable %):
Portion Cost : Priced Menu Item x 100= Food Cost %
Setting the Selling Price:
Portion Cost : Targeted Food Cost Percentage x 100 = Selling Price
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Develop and cost 6 menus or meal plans for the selections you make from the list in the
table below as indicated.
Each menu needs to be evaluated. You must choose 2 different evaluation methods overall
from the list in the table below.
Menu to be developed Menu type (all required
overall)
Evaluation of each menu (use at least 2 methods
overall)
Menu 1:
Recipe Source: Futura
Group, e-coach recipes
SITHKOP004
Other:
No. of serves:
 special diets that are part of
contemporary Australian
society:
Select 2 from this group

eating regimes:

elimination

macrobiotic

exclusions for allergies,
contraindications with medicines
or food intolerance

fat-free

fluids

food preferences

food restrictions

gluten-free

high carbohydrate

high or low energy

high or low protein

high fibre

lacto ovo

low carbohydrate

low cholesterol

low fat

low gluten

low kilojoule

low sugar

modified sodium or potassium

modified texture

nutritional requirements

portion size

substitutes:

gluten-free flour

yeast-free flour

non-sugar sweeteners

sugar-free

type one and two diabetes
main types and culinary
characteristics of cultural or
religious diets that are part of
contemporary Australian society:
Select 2 from this group

halal

Hindu

kosher

vegan

vegetarian
main types of customer groups that
have
special dietary requirements:
Select 2 from this group
1 selection must be for a 1-week
customer satisfaction discussions
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
Satisfaction discussions with Health professionals
Menu2:
Recipe Source: Futura
Group, e-coach recipes
SITHKOP004
Other:
No. of serves:
customer satisfaction discussions
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
Satisfaction discussions with Health professionals
Menu3:
Recipe Source: Futura
Group, e-coach recipes
SITHKOP004
Other:
No. of serves:
customer satisfaction discussions
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
Satisfaction discussions with Health professionals
Menu4:
Recipe Source: Futura
Group, e-coach recipes
SITHKOP004
Other:
No. of serves:
customer satisfaction discussions
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
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cyclic
menu

adolescents

athletes

children

defence forces

elderly

health care

ill or injured

infants

international tourists

nutritional and energy
requirements due to physical
condition

people in areas affected by
disaster or environmental
extremes

people from different
socioeconomic groups

people in remote areas

those with weight problems:
o underweight
o overweight
o obese
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
Satisfaction discussions with Health professionals
Menu5:
Recipe Source: Futura
Group, e-coach recipes
SITHKOP004
Other:
No. of serves:
customer satisfaction discussions
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
Satisfaction discussions with Health professionals
Menu6:
Recipe Source: Futura
Group, e-coach recipes
SITHKOP004
Other:
No. of serves:
customer satisfaction discussions
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
Satisfaction discussions with Health professionals
customer satisfaction discussions
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
Satisfaction discussions with Health professionals
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Adelaide College of Technical Education
Part A
1. Plan, write and cost each of your menus you have selected in the list above. Each
menu must include a minimum of 3-corses each. The food cost for each menu must
not exceed $7.50 including all courses.
Complete the details for each menu as outlined below.
2. 1 menu type selected for main types of customer groups that have special dietary
requirements must consist of a 1-week cyclic menu or meal plan consisting of 7 3-
course menu with a vegetarian option for each day.
The “Menu Price Balance template” for menu 6 below has these provisions. The food
cost for the cyclic menu must not exceed $6.00 for any 3- course menu.
3. Each menu type must provide nutritionally balanced meal options for the relevant
type of dietary requirement.
4. Use the attached Standard Recipe Card Template (or your own choice of format) and
list the ingredients for each menu dish listed in your cycle menu including sides.
Alternatively you may use the template “Banquet Analysis Sheet” and cost each
menu and all its components in this document.
5. The Portion size for each dish must consider that there are 3 courses a menu and
portion size therefore needs to reflect this.
6. Calculate each dish and show the cost per serve. Attach your yield calculations
where necessary (if you use vegetables or meat, then the calculations must show the
net price based on net yields). The support Tool Folder contains yield test tools to
assist you in these calculations.
Menu 1
Dietary requirement
1. Course
2. Course
3. Course
Cost each dish of the menu in a Standard Recipe card (template) or use the
template SRC_multiple dishes to cost all dishes in one sheet and label each
tab.
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Menu 2
Dietary requirement
1. Course
2. Course
3. Course
Cost each dish of the menu in a Standard Recipe card (template) or use the
template SRC_multiple dishes to cost all dishes in one sheet and label each
tab.
Menu 3
Dietary requirement
1. Course
2. Course
3. Course
Cost each dish of the menu in a Standard Recipe card (template) or use the
template SRC_multiple dishes to cost all dishes in one sheet and label each
tab.
Menu 4
Dietary requirement
1. Course
2. Course
3. Course
Cost each dish of the menu in a Standard Recipe card (template) or use the
template SRC_multiple dishes to cost all dishes in one sheet and label each
tab.
Menu 5
Dietary requirement
1. Course
2. Course
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Adelaide College of Technical Education
3. Course
Cost each dish of the menu in a Standard Recipe card (template) or use the
template SRC_multiple dishes to cost all dishes in one sheet and label each
tab.
Menu 6 Cyclic Menu/Meal Plan
Dietary requirement
Enter the individual courses in the “Menu Price Balance template_5_Day_Cycle”cost the individual menu
dishes in individual Standard recipe cards or in the spreadsheet“SRC_multipledishes_5-day_Cycle (Each
day has a Tab marked M1-Dish 1 to M1 Dish 6[Monday] M2- Dish 1 to Dish 6 [Tuesday] and so forth)
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Adelaide College of Technical Education
Part B
1. List the review methods you have used for each method and provide the feedback you
have received for each menu. Provide details for the methods used to obtain feedback
and details for the persons you have consulted with.
Menu 1 Method used for
feedback
How/Who?
Feedback received – Details
Dish 1
Dish 2
Dish 3
Menu 2 Method used for
feedback
How/Who?
Feedback received – Details
Dish 1
Dish 2
Dish 3
Menu 3 Method used for
feedback
How/Who?
Feedback received – Details
Dish 1
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Dish 2
Dish 3
Menu 4 Method used for
feedback
How/Who?
Feedback received – Details
Dish 1
Dish 2
Dish 3
Menu 5 Method used for
feedback
How/Who?
Feedback received – Details
Dish 1
Dish 2
Dish 3
Menu 6 Method used for
feedback
How/Who?
Feedback received – Details
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Adelaide College of Technical Education
Day 1
Day 2
Day 3
Day 4
Day 5
2. Identify which factors would suggest that changes need to be made to your menu items.
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Adelaide College of Technical Education
Part C
1. Apply the feedback you have received to the relevant menus or dishes and
adjust the costing in a new template or added tab. Clearly mark these as V2
(Version 2) or “revised”.
2. Attach the revised changes to this project for submission.
RTO ID: 40336 CRICOS ID: 03187D Page 40 of 44 V1.01 February 2018
Assessment tool – SITHKOP004 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831

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Adelaide College of Technical Education
Assessment Criteria S NYS S NYS
Identify menu requirements.
The dietary requirements for each menu are identified
Where required professional assistance is sought to clarify specify menu
requirements
The assistance source is provided
The implications of ingredient choices for each menu dish are identified where
relevant (e.g. Coeliac)
Develop menus and meal plans for special diets.
The menu contains the number of dishes/choices as per instruction relevant for the
menu type
The dishes provided use a seasonal variety where relevant
The methods of cookery used for the dishes within one menu type provide variety
and repetitions are avoided
The ingredients included for each dish are suitable for inclusion for the relevant type
of dietary requirements (Fat, sugar, Gluten-free etc.)
The methods of cookery used for each menu type are suitable for the specific dietary
requirement (consider deep-frying is not suitable in a low-fat diet)
The colours within dishes and in a menu type are appealing
Dishes within a menu type provide a variety of tastes
Dishes within a menu type provide a variety of different textures
The cyclic menus provide variety/appeal
The cyclic menus are nutritionally balanced
The vegetarian options of the cyclic menus are nutritionally balanced and interesting
Main dishes or menus provide an acceptable nutritional balance according to
Australian Healthy guidelines for adults
The dishes / menu type is/are suitable for the clientele identified in section 1
The menus are written, using correct terminology and spelling
Cost and document special menus and meal plans
Each commodity is listed in a standard recipe card
The yield test values are establishes in a yield test sheet
The correct methods are used to calculate yields and net costs
Each dish is costed in the standards recipe card
RTO ID: 40336 CRICOS ID: 03187D Page 41 of 44 V1.01 February 2018
Assessment tool – SITHKOP004 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
The correct formulas are used for each type of calculation
The food cost for each Menu (1-5) does not exceed $7.50
The food cost for each cyclic Menu (6) does not exceed $6.00
The profitability/maximum for each dish or menu is identified
All calculations are attached for reference as instructed for each menu type
Monitor special menu performance. S NYS S NYS
2 different feedback methods are used to evaluate menus
The feedback is detailed
The feedback sources are provided
The feedback sought is sufficient to evaluate each menu
Monitor special menu performance.
The menu /dishes is evaluated using evaluation methods as a result from feedback
The feedback is collated and attached
The feedback is interpreted correctly
The feedback is incorporated in each menu item
The costings are adjusted according to feedback received
The amended menu items are attached
The amended menu items reflect the feedback received
The amended costings are attached.
Feedback-
Menu1:
Menu 2:
Menu 3:
Menu 4:
Menu 5:
RTO ID: 40336 CRICOS ID: 03187D Page 42 of 44 V1.01 February 2018
Assessment tool – SITHKOP004 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
Menu 6:
RTO ID: 40336 CRICOS ID: 03187D Page 43 of 44 V1.01 February 2018
Assessment tool – SITHKOP004 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831

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Adelaide College of Technical Education
Assessment Record and Feedback
RTO ID: 40336 CRICOS ID: 03187D Page 44 of 44 V1.01 February 2018
Assessment tool – SITHKOP004 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Student Name
Course Code and Course SIT40516 Certificate IV in Commercial Cookery
Class/Group 2018
Unit of Competency /Cluster Develop menus for special dietary requirements
Assessment: (as applicable) Student Results:
1. Check-point Satisfactory Not Yet Satisfactory Not Completed
2. E-quiz Satisfactory Not Yet Satisfactory Not Completed
3. Written Assignment Satisfactory Not Yet Satisfactory Not Completed
4. Practical Observation Satisfactory Not Yet Satisfactory Not Completed
Feedback to Learner on overall performance during assessment:
The Learner requires the following skill development before re-assessment:
The Learner has been provided
with feedback and informed of the
assessment result and the reasons
for the decision.
Name of Assessor:
Signature of
Assessor:
Date:
I have been provided with feedback
on the evidence I have provided. I
have been informed of the
assessment result and the reasons
for the decision.
Name of Learner:
Signature of
Learner:
Date:

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