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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
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Adelaide College of Technical Education
 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
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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
Written assessment is short answer questions to be
completed in MS Word comprises of all performance
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Adelaide College of Technical Education
• Summative Assessment
• Typed in MS Word 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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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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Adelaide College of Technical Education
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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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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
Signatur
e 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 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
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Adelaide College of Technical Education
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
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
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Adelaide College of Technical Education
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.
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: / /
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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
2. Explain two (2) implications that the Australian Guide to Healthy Eating has towards your role
as a chef:
Implications
3. 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
4. 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?
Breakfast Morning Tea Lunch Afternoon
Tea
Dinner
Poached Eggs
on sour dough
with ham and
spinach
Assorted
sweet muffins
Pork Piccata,
mushroom risotto,
Ratatouille
Mini Danish,
assorted tea
sandwiches
Caesar Salad
Sole fillets with
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Tropical Fruit
Salad
beurre blanc,
steamed
asparagus
Chocolate
Raspberry Mille
Feuille
Gluten Free
Diabetes
5. List three diseases that can be linked to diet, and explain how a change in diet could be
beneficial in these cases:
Suggestions
6. What are the requirements for the following dietary needs?
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Adelaide College of Technical Education
Dietary needs Requirements
Lactose intolerance
Low sodium
Coeliac
Diabetes mellitus
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?
Customers Requirements
Jewish customers
Muslim customers
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Adelaide College of Technical Education
Hindu customers
General
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?
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?
10. Which major nutrients are provided through the following foods?
a) Bread, cereal, rice, pasta, noodles
b) Vegetables, legumes Capsicum, broccoli, cauliflower, cabbage, and tomatoes
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Adelaide College of Technical Education
c) Dark green and orange vegetables like spinach, broccoli, carrots and pumpkin
d) Green vegetables, dried peas, beans and lentils
e) Fruit
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?
12. What are food additives?
How can additives affect individuals and how can you as a chef identify specific additives in
foods?
13. Which factors need to be considered when choosing cookery methods to ensure foods maintain
maximum nutritional values or meet dietary requirements?
14. What are the key features of the following lifestyle diets?
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Adelaide College of Technical Education
Diet Key Features
Vegan
Lacto vegetarian
Ovo vegetarian
Ovo-lacto vegetarian
Pesco vegetarian
Semi vegetarian .
15. How do storage and part processing affect the nutritional values of fresh fruit and vegetables?
16. Which nutritional requirements need to be considered for the following customer groups?
Customer Group Needs
Girls during adolescence/women during
menstruation
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Pregnancy and during lactation
Athletes
Defence Force Personnel
Vegetarian diets
People with Disabilities
Institution-based Catering
People living in remote regions
People affected by disaster or
environmental extremes
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% 3.51 0.100
Broccoli 4.85 24% 6.38 0.100
Carrots 1.40 16% 1.67 0.100
Asparagus 11.30 22% 14.49 0.100
Kohlrabi 4.28 32% 6.29 0.100
Spinach 10.60 18% 12.93 0.100
Onions 2.45 14% 2.85 0.050
Meat
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Sirloin 16.80 26% 22.70 0.280
Loin of
Pork 14.80 14% 17.21 0.250
Leg of
Lamb 8.90 27% 12.19 0.250
Formulas/Calculation steps – Asparagus:
Formulas/Calculation steps – Sirloin:
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
Lemon Detox
Macrobiotic Diet
Raw Food Diet
Stone Age Diet
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Adelaide College of Technical Education
19. Provide 3 methodsyou can employ to obtain feedback on dietary menus and customer
satisfaction:
20. List the 2 most important aspects in terms of feedback which must be considered when
evaluating the success of a menu or dish:
21. What is the importance of health professional when seeking feedback on dietary menus? Whom
could this include?
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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
Signatur
e 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
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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,
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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Adelaide College of Technical Education
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
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-
customer satisfaction discussions
customer surveys
improvements suggested by:
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coach recipes
SITHKOP004
Other:
No. of serves:
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 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
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
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
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Adelaide College of Technical Education
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.
Menu 1:
Courses
Breakfast Price
Breakfast burrito 1 flour tortilla (7”diameter) $ 3.50
1 scrambled egg (in 1 tsp soft margarine) $ 6.00
1/3 cup black beans $ 2.50
1 cup orange juice $ 3.45
1 cup fat-free milk $ 4.00
Lunch
Roast beef sandwich $ 7.35
1 whole grain sandwich bun with cheese $ 5.65
1 vegetable platter $ 7.45
1 unsweetened beverage (Chef’s special) $ 4.00
Dinner-
Roasted chicken breast $ 4.50
3 ounces boneless skinless chicken breast $ 5.50
Large baked sweet potato $ 2.90
1 cup fat-free milk $ 4.00
Menu 2
Courses Price
Breakfast-
Corn Cheese sandwich $ 3.75
Salad $ 3.00
Hot chocolate $ 5.75
Lunch-
Tortilla with leafy veggies stuffed $ 4.50
Plane tortilla $ 2.50
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Salty Yogurt $ 3.75
Mixed corn gravy $ 4.55
Dinner-
1 serving Mozzarella, Basil & Zucchini Frittata $ 4.50
2 diagonal sliced baguette (1/4 inch thick), whole wheat toast $ 6.00
Vegetarian Tikka Masala $ 5.55
Taco Bowl $ 3.00
Menu 3:
Courses Price
Breakfast –
Eggs and veggies fried with coconut oil $6.50
Easy Keto Floats $ 5.50
Low carb strawberry cheese shake $ 4.50
Lunch –
Grilled chicken wings with greens and salsa $ 2.50
Ground beef with sliced bell peppers $ 3.50
Cheeseburgers without bun $ 4.55
Dinner –
Almond crust with chicken fingers $ 5.50
Mediterranean Cauliflower Pizza $ 4.44
Chicken with lemon-Caper Pan Sauce $ 5.00
Menu 4 Price
Courses
Breakfast
2 boiled eggs $ 4.55
Low – fat cottage cheese $ 3.00
Chicken sausage $ 4.00
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Adelaide College of Technical Education
Lunch
Chickpea Shawarma Sandwich $ 3.00
Salmon Quinoa bowl $ 5.00
Portobello Stuffed Pizza $ 4.45
Dinner
Chicken & Spinach skillet pasta with lemon & parmesan $ 3.45
Salmon Tacos with Pineapple Salsa $ 5.00
Taco Soup $ 2.00
Menu 5
Courses
Breakfast $ 3.00
Cowboy breakfast skillet
$ 4.45
Cream Cheese pancakes
$ 3.30
Yogurt
Lunch
Prosciutto & egg – roll ups $ 2.25
Spicy Salmon & chickpea Salad $ 3.30
Avocado & Sushi rolls $ 4.45
Dinner
Cauliflower Rice $ 3.33
Spicy Fennel shrimp $ 4.45
Herb-roasted chicken with root vegetables $ 5.55
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Adelaide College of Technical Education
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.
Dishes Price
Vegan Banana Bread $ 4.50
Garden vegetable Soup
$ 5.00
Sheet pan chicken fajitas
$ 6.00
Simple salad dressing
$ 4.50
Spicy turkey and green Bean stir-fry
$ 2.50
3. Each menu type must provide nutritionally balanced meal options for the relevant type
of dietary requirement.
Menu 1
Dishes Nutritional Values
Breakfast burrito 1 flour tortilla Cholesterol
Sodium
Potassium
Scrambled egg Saturated fat
Cholesterol
Potassium
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Adelaide College of Technical Education
Black beans Fiber
Copper
Vitamin B1
Protein
orange juice Carbohydrate
Vitamin C
Fiber
fat-free milk Sodium
Cholesterol
Protein
Roast beef sandwich Potassium
Cholesterol
Sodium
Dietary fiber
whole grain sandwich bun with cheese Protein
Sodium
vegetable platter Dietary Fiber
Carbohydrate
Cholesterol
unsweetened beverage (Chef’s special) Protein
Vitamin C
Roasted chicken breast Protein
Fat
Cholesterol
3 ounces boneless skinless chicken breast Protein
Sodium
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Potassium
Large baked sweet potato Carbs
Fats
Protein
4.
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Menu 2
Dishes Nutritional values
Corn Cheese sandwich Fat
Carbohydrate
Salad Protein
Vitamin c
Hot chocolate Calcium
Carbohydrate
Fat
Tortilla with leafy veggies stuffed Iron
Phosphorus
Potassium
Plane tortilla Protein
Saturated fibre
Carbohydrate
Salty Yogurt Calcium
Protein
Mixed corn gravy Iron
Potassium
1 serving Mozzarella, Basil &
Zucchini Frittata
Vitamin C
Vitamin B-12
2 diagonal sliced baguette (1/4 inch
thick), whole wheat toast
Iron
Potassium
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Phosphorus
Vegetarian tikka masala Carbohydrate
Protein
Minerals
Taco Bowl Saturated- fat
Low cholesterol
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Menu 3
Dishes Nutritional values
Eggs and veggies fried with coconut oil High- Protein
Calcium
Iron
Easy Keto Floats Vitamin B
Vitamin C
Low carb strawberry cheese shake Protein
Calcium
Grilled chicken wings with greens and salsa Protein
Iron
Phosphorus
Ground beef with sliced bell peppers Fat
Carbohydrate
Almond crust with chicken fingers Fat
Protein
carbohydrate
Mediterranean Cauliflower Pizza Potassium
Iron
Calcium
Chicken with lemon-Caper Pan Sauce Vitamin C
Fat
Protein
5.
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Menu 4
Dishes Nutritional values
Boiled eggs Saturated fat
Protein
Vitamin A
Vitamin C
Dietary Fibre
Vitamin D
Low-fat cottage cheese Low-calorie cheese
Is rich in proteins
Contains phosphorus
VitaminB12
Calcium
Chicken sausage Saturated fat
Sodium
Carbohydrates
Protein
Chickpea Shawarma
Sandwich
Fat
Sodium
Potassium
Carbohydrate
Fibre
Salmon Quinoa bowl Iron
Vitamin A
Phosphorus
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Adelaide College of Technical Education
Portobello Stuffed pizza Potassium
Vitamin A
Protein
Calcium
Chicken & Spinach skillet
pasta with lemon &
parmesan
Carbohydrate
Vitamin A
Potassium
Iron
Salmon Tacos with
pineapple salsa.
Calcium
Potassium
Protein
Taco Soup Saturated fat
Low-Cholesterol
Potassium
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Adelaide College of Technical Education
Menu 5
Dishes Nutritional values
Cowboy breakfast skillet Protein
Cholesterol
Sodium
Saturated fat
Cream Cheese pancakes Vitamin B-6
Potassium
Sodium
Cholesterol
Yogurt Fiber
Carbs
Omega-3
Omega-6
Prosciutto & egg – roll ups Vitamin A
Vitamin C
Iron
Calcium
Spicy Salmon& chickpea
Salad
Protein
Iron
Potassium
Carbohydrate
Avocado & Sushi rolls Potassium
Carbohydrate
Dietary fibre
Cholesterol
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Cauliflower Rice Vitamin C
Vitamin K
Potassium
Fiber
Spicy Fennel shrimp Carbohydrate
Calcium
Iron
Sodium
Protein
Herb-roasted chicken with
root vegetables
Vitamin A
Vitamin B-12
Sodium
Cholesterol
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Menu 6
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Adelaide College of Technical Education
Dishes Nutritional values
Vegan Banana Bread Cholesterol
Carbohydrate
Protein
Fiber
Garden vegetable Soup
Potassium
Total carbohydrate
Dietary fibre
Sodium
Sheet pan chicken fajitas
Protein
Calcium
Potassium
Vitamin A
Simple salad dressing
Carbohydrate
Protein
Spicy turkey and green Bean
stir-fry
Cholesterol
Potassium
Sodium
Dietary fiber
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.
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Futura Group©
Standard Recipe Card
Name of dish:
Roasted
chicken
breast
Portio
n #: 1
Ref.source: Futura
Total Cost: Portion size: 7“
Portion Cost: Sale Price at
%
( Food Cost)
Sales Price $4.50
Food
Cost
%
Commodities
Item Specification
Weight
kg/l/Unit
Cost per
kg/l/Unit
Actua
l cost
Boneless, skinless chicken breast 250g $1.50 1 1.50
Butter or Olive oil 10g $1.00 1 1.00
Kosher salt 3.0g $1.00 1 1.00
Seasonings:
i) Black pepper
ii) smoked paprika 1.5g $1.00 1 1.00

Adelaide College of Technical Education
6. The Portion size for each dish must consider that there are 3 courses a menu and
portion size therefore needs to reflect this.
The portion size in each dish consists of ingredients that are being used in making the dish. The
ingredients need to be taken in appropriate quantity.
7. 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.
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Total
Cost $4.50
Portio
n Cost
Method:

Adelaide College of Technical Education
Cost per Serve
Menu 1 $ 20.26
Menu 2 $ 15.61
Menu 3 $ 13.99
Menu 4 $ 11.48
Menu 5 $ 11.36
Menu 6 $ 4.50
Menu 1
Dietary requirement Low-Fat Menu Plan
1. Course Breakfast-
Breakfast burrito 1 flour tortilla (7”diameter)
1 scrambled egg (in 1 tsp soft margarine)
1/3 cup black beans
1 cup orange juice
1 cup fat-free milk
2. Course Lunch-
Roast beef sandwich
1 whole grain sandwich bun with cheese
1 vegetable platter
1 unsweetened beverage (Chef’s special)
3. Course Dinner-
Roasted chicken breast
3 ounces boneless skinless chicken breast
Large baked sweet potato
1 cup fat-free milk
Cost each dish of the menu in a Standard Recipe card (template) or use
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the template SRC_multiple dishes to cost all dishes in one sheet and
label each tab.
Menu 2
Dietary requirement The vegan Menu Plan
1. Course Breakfast -
1. Corn Cheese sandwich
2. Salad
3. Hot chocolate
2. Course Lunch –
1. Tortilla with leafy veggies stuffed
2. Plane tortilla
3. Salty Yogurt
4. Mixed corn gravy
3. Course Dinner –-
1. 1 serving Mozzarella, Basil & Zucchini Frittata
2. 2 diagonal sliced baguette (1/4 inch thick), whole wheat toast
3. Vegetarian tikka masala
4. Taco Bowl
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 The Low Carb Menu Plan
1. Course Breakfast –
1. Eggs and veggies fried with coconut oil
2. Easy Keto Floats
3. Low carb strawberry cheese shake
2. Course Lunch –
1. Grilled chicken wings with greens and salsa
2. Ground beef with sliced bell peppers
3. Cheeseburgers without bun
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Adelaide College of Technical Education
3. Course Dinner –
1. Almond crust with chicken fingers
2. Mediterranean Cauliflower Pizza
3. Chicken with lemon-Caper Pan Sauce
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 High-protein diet plan
1. Course Breakfast
1. 2 boiled eggs
2. Low – fat cottage cheese
3. Chicken sausage
2. Course Lunch
1. Chickpea Shawarma Sandwich
2. Salmon Quinoa bowl
3. Portobello Stuffed pizza
3. Course Dinner
1. Chicken & Spinach skillet pasta with lemon & parmesan
2. Salmon Tacos with pineapple salsa.
3. Taco Soup
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 Low-carbohydrate diet plans
1. Course Breakfast
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1. Cowboy breakfast skillet
2. Cream Cheese pancakes
3. Yogurt
2. Course Lunch
1. Prosciutto & egg – roll ups
2. Spicy Salmon& chickpea Salad
3. Avocado & Sushi rolls
3. Course Dinner
1. Cauliflower Rice
2. Spicy Fennel shrimp
3. Herb-roasted chicken with root vegetables
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 Low –cholesterol diet plan
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 (Breakfast burrito 1 flour
tortilla)
Customer surveys
Customer satisfaction
Discussion
Satisfaction Discussion with
health professionals
After the customer survey was conducted by
the team it was analyzed that the tortilla
served in the breakfast menu were too hard
and dry. Some customers preferred the hard
tortillas and the rest like to have the soft
ones. The chefs are asked to customize as per
the separate orders made by the customers.
In the customer satisfaction discussion with
the health professionals they appreciated this
item in the menu list. It is the part of the low
fat diet Menu and it is the best source to beat
the hunger in a healthy way.
Dish 2 (Roast beef sandwich)
Regular staff meetings that
involve menu discussions
Customer surveys
In the Regular staff meetings it involves the
discussions related to the menu. The staff
suggested the waiters to deliver the order of
the roasted beef sandwich on the order time.
And the management is also asked to add a
home delivery option for this because it is
demanded on a large scale.
Dish 3 (Fat-free Milk)
Customer satisfaction
Discussion
Satisfaction Discussion with
health professionals
This is the best product and the customers
prefer this as their constant choice. All
reviews were positive for this one
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Adelaide College of Technical Education
Menu 2 Method used for feedback
How/Who?
Feedback received – Details
Dish 1 (Vegetarian tikka masala)
Improvements suggested by:
Customers:
Managers:
Peers:
Staff:
Supervisors:
Customer surveys
Improvements suggested by:
Customers: More spicy
Managers: Raise in the prices
Peers: No improvements
Staff: Delay in responding to order
Supervisors: No improvements
The survey result was positive and required
basic improvements.
Dish 2 (Salty Yogurt )
customer satisfaction
discussions
customer surveys
The salty yogurt offered is very thin
sometimes and the customers often avoid
ordering this. The thickness should be
improved in with the yogurt
Dish 3 (Taco Bowl)
Customer surveys
Customer satisfaction
discussions
The taco bowl is the most demanded and the
perfect bowl of happiness sort of item. The
survey showed positive results.
Menu 3 Method used for feedback
How/Who?
Feedback received – Details
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Dish 1 (Eggs and veggies fried with
coconut oil)
Improvements suggested by:
Customers:
Managers:
Peers:
Staff:
Supervisors:
Customer surveys
Improvements suggested by:
Customers: modified texture portion size
Managers: nutritional requirements
Peers: No improvements
Staff: No improvements
Supervisors: No improvements
Customer surveys conducted showed the
positive responses.
Dish 2 Mediterranean Cauliflower
Pizza )
Regular staff meetings that
involve menu discussions
Seeking staff suggestions for
menu items
In the regular staff meetings it was decided
that the Mediterranean Cauliflower Pizza
needs some modifications in the size and its
base. The consumer wants it to be more flat
and thin.
Dish 3 (Cheeseburgers without bun)
Seeking staff suggestions for
menu items
Regular staff meetings that
involve menu discussions
The cheeseburgers without the bun are the all
new unique concept and it requires no
changes at the point. The staff and the
customer both are equally satisfied with it.
Menu 4 Method used for feedback
How/Who?
Feedback received – Details
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Dish 1 (Low- fat cottage cheese)
Improvements Suggested by
customers
Customers surveys
The amount of cheese should be less. More
flavors should be added. The amount of salt
in the dish should be a little bit less.
Dish 2 (Portobello stuffed pizza)
Customer satisfaction
discussions
Customer surveys
The customers really liked the dish as the
dish is very healthy it contains spinach
leaves, chopped tomatoes, olives and has
mushroom stuffing too.
Dish 3 (Taco soup)
Satisfaction discussions with
health professionals
Regular staff meeting that
involve menu discussions
The beef is browned a lot. It is cooked by
mixing lot of ingredients in the dish. The dish
is roasted a lot.
Menu 5 Method used for feedback
How/Who?
Feedback received – Details
Dish 1 (Yogurt)
Seeking staff suggestions for
menu items
Regular staff meetings that
involve menu discussions
The staff has found out that the it is very
healthy as it is made by combining the milk
with several ingredients that give the product
a very different color and taste.
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Adelaide College of Technical Education
Dish 2 (Avocado & sushi rolls)
Customer surveys
Customer satisfaction
measures
There is a lot of vinegar and ginger in the
rolls. The avocado that is being used in the
dish is not properly peeled.
Dish 3 (Cauliflower rice)
Satisfaction discussions with
health professionals
Regular staff meeting that
involve menu discussions
This dish is very low-carb diet plans. This
dish is very healthy too as it contains
whisked eggs, peeled carrots, cloves,
cauliflower.
Menu 6 Method used for feedback
How/Who?
Feedback received – Details
Day 1 (Vegan Banana Bread)
Customer satisfaction
measures
Customer surveys
The bananas are not properly mashed. The
olive oil should be used in place of coconut
oil. The baking soda should not be used more
than ½.
Day 2 (Garden vegetable Soup)
Regular staff meeting that
involve menu discussions
Satisfaction discussions with
health professionals
The olive oil should not be heated much. The
garlic should be roasted a bit. But overall
customers liked the taste.
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Adelaide College of Technical Education
Day 3 (Sheet pan chicken fajitas)
Customer surveys
Improvements suggested by
customers
The customers has found the dish little spicy.
The chicken should be cut into thin slices.
The use of pepper is quite more.
Day 4
(Simple salad dressing)
Improvements suggested by
customers
Regular staff meeting that
involve menu discussions
The customers really liked the decoration of
the dish. There is proper use of clove, garlic
and other ingredients.
Day 5
(Spicy turkey and green Bean
stir-fry)
Customer Surveys
Customer satisfaction
measures
The garlic used in the dish is overcooked.
There is so much sauce used in the dish.
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Adelaide College of Technical Education
2. Identify which factors would suggest that changes need to be made to your menu items.
These are the following factors that need to be considered while making the changes in the
menu items.
a) Ingredients:
The customers sometimes want to know about the detailed list of the ingredients added into
the dish, so it was suggested to elaborate the menu.
b) Pricing strategy:
The strategies made to set the prices of different food items should be genuine. There should
be proper criteria to fix the price. The food items should not be over priced or underpriced.
This may create biasness within the staff.
c) Enhance competitive advantage:
The consumer should look upon its USP whether it is the taste, size, uniqueness, etc.
Enhancing means always trying something new and making food is itself an art. The menu
items mentioned above are somewhat unique in their own styles and tastes.
d) Menu list as per Dietary requirement:
The menu list should be prepared on the basis of different diet requirements made. The low
carb diet menu, low fat diet menu, vegan diet menu, etc. are some of the basic menu lists
that customize the demands of each customer.
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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”.
“Revised Template”
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Adelaide College of Technical Education
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Futura Group©
Standard Recipe Card
Name of dish:
Roasted
Chicken
Breast
Portion
#: 1
Ref.source: Futura
Total Cost: Portion size: 7“
Portion Cost: Sale Price at
%
( Food Cost)
Sales Price
Food
Cost
%
Commodities
Item
Specificatio
n
Weight
kg/l/Unit
Cost per
kg/l/Unit
Actual
cost
Boneless, skinless chicken breast
280
g $1.50 1 $1.50
Butter or olive oil 10 g $ 1.00 1 $1.00
Kosher Salt 2 g $1.00 1
$1.0
0
Seasonings
1. Black pepper
2. Smoked Paprika
1.0
g $1.00 1
$1.0
0

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Total
Cost $ 4.50
Portion
Cost
Method:

Adelaide College of Technical Education
2. Attach the revised changes to this project for submission.
The following changes are made in the Revised Template:
Items Weight
Boneless, skinless chicken breast 280 g
Butter or olive oil 10 g
Kosher Salt 2 g
Seasonings
1. Black pepper
2. Smoked Paprika
1.0 g
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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
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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
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:
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Adelaide College of Technical Education
Menu 2:
Menu 3:
Menu 4:
Menu 5:
Menu 6:
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