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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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 website
http://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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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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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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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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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

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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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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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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

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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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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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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
2
nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable

Name

Signature
Date
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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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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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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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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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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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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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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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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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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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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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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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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
2
nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable

Name

Signature
Date
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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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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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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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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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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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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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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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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.
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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

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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:

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Menu 6:

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Assessment Record and Feedback

RTO ID: 40336 CRICOS ID: 03187D Page 44 of 44 V1.01 February 2018
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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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