Adelaide College - SITHKOP004: Develop Menus for Special Diets

This student assessment pack, developed by Adelaide College of Technical Education (ACTE), focuses on the unit SITHKOP004: Develop menus for special dietary requirements. The assessment aims to evaluate a student's ability to create menus and meal plans catering to diverse dietary needs, including health, lifestyle, and cultural considerations. The assessment includes various methods such as check points, quizzes, written responses, and practical demonstrations. The pack provides detailed instructions, assessment criteria, and resources for both students and assessors, including guidelines on plagiarism, evidence requirements, and the use of the Futura online platform. The assessment covers identifying customer dietary requirements, developing suitable menus, costing and documenting them, and monitoring their performance. Students are expected to complete all tasks to demonstrate competency, with a focus on applying skills in a simulated or real-world hospitality environment. The document also outlines procedures for reasonable adjustments, recognition of prior learning, and assessment appeals.

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
Training Package:SIT - Tourism, Travel and Hospitality Training Package
Qualification code/name:SIT40516 - Certificate IV in Commercial Cookery

Adelaide College of Technical Education
Table of Contents
Purpose of Assessment................................................................................................................ 4
Target Group................................................................................................................................................ 4
Selected Methods and Intended Use............................................................................................................ 4
Standard Instructions for Assessor/Trainer................................................................................4
Standard Instructions for Learners..............................................................................................4
Assessment Cover Sheet............................................................................................................................. 4
How your assessments will be marked......................................................................................................... 4
Assessment Appeals.................................................................................................................................... 5
Reasonable Adjustment................................................................................................................................ 5
Recognition of Prior Learning (RPL)............................................................................................................. 5
National Recognition / Credit Transfer.......................................................................................................... 5
Support Services.......................................................................................................................................... 5
Plagiarism..................................................................................................................................................... 5
Evidence Requirements................................................................................................................. 6
Documents to be attached along with each Summative and practical Assessment Submission..................6
Assessor Expectations................................................................................................................................. 7
Resources for Learner................................................................................................................... 7
Resources for Trainer / Assessor.................................................................................................7
Procedure to Login to Futura........................................................................................................7
Format for Written Submissions...................................................................................................8
Overview......................................................................................................................................... 9
Elements....................................................................................................................................................... 9
When to Commence your Assessment......................................................................................................... 9
Assessment Methods................................................................................................................................... 9
Assessment Definitions.............................................................................................................................. 10
Assessment Method One – Check Points..................................................................................11
Assessment Method Two - Quiz.................................................................................................12
Assessment Receipt.................................................................................................................... 13
Assessment Preparation Checklist............................................................................................14
Assessment Method Three – Written Response Assessment..................................................15
Assessment Method Four – Practical Task................................................................................27
Facilitators Guide......................................................................................................................... 43
Advice to Assessors................................................................................................................................... 44
Certificate IV Qualification Type Descriptor................................................................................................ 46
Assessment Response Guide..................................................................................................................... 47
Assessment Marking Guide........................................................................................................................ 48
Assessment Record and Feedback............................................................................................................ 49
Record of Assessment Outcome & Mapping.............................................................................50
RTO ID: 40336 CRICOS ID: 03187D Page 2 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
TASK 1.......................................................................................................................................... 50
TASK 2.......................................................................................................................................... 50
TASK 3.......................................................................................................................................... 50
TASK 4.......................................................................................................................................... 50
Foundation Skills......................................................................................................................... 52
Performance Evidence................................................................................................................. 53
Knowledge Evidence................................................................................................................... 54
RTO ID: 40336 CRICOS ID: 03187D Page 3 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

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 SITHKOP004 Develop 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
Assessment Cover Sheet
At the beginning of each task in this Pack, you will find an Assessment Cover Sheet. Please
fill it in for each task, making sure you sign the student declaration.Your assessor will give you
feedback about how well you went in each task and will write this on the back of the
Assessment Cover Sheet.
How your assessments will be marked
When the assessor marks your assessment tasks, the outcome will be either Satisfactory or Not
Satisfactory:
SATISFACTORY Your responses to the assessment task have met the required unit
assessment criteria.
NOT SATISFACTORY Your responses to the assessment task have not met the required
assessment criteria. Additional learning or practice is required.Your assessor
RTO ID: 40336 CRICOS ID: 03187D Page 4 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
will make arrangements to conduct a further assessment of this task once
you have undertaken additional practice/learning.
You must achieve a ‘Satisfactory’ result for all assessment tasks to be deemed competent for this
unit.
Assessment Appeals
You can make an appeal about an assessment decision by putting it in writing and sending it
to us. Refer to your Student Handbook for more information about our appeals process.
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.
Recognition of Prior Learning (RPL)
RPL is a formal process that recognises skills developed through previous training, work or life
experience, which match a unit of competency in a training course. If you believe you already have
the skills covered in this unit of competency, discuss this with your trainer, who will provide you
with instructions for applying for RPL.
National Recognition / Credit Transfer
Qualifications or statements of attainment issued by other Registered Training Organisations are
recognised by the College. Where this unit of competency is equivalent to a unit of competency
previously completed with another provider, credit transfer will be offered and the course length
adjusted accordingly. It is the responsibility of the student to provide the relevant evidence of
qualifications or statements of attainment issued by other Registered Training Organisations, which
will be verified by the College prior to credit transfer being applied.
Support Services
Your trainer/assessor is able to clarify any aspect of an assessment task prior to it being
administered. This may include clarifying: knowledge and skills covered during the training
program; the meaning of written assessment questions; performance standards for practical
assessments; and marking criteria.
Once the assessment process has commenced however, the assessor is not able to provide
any intervention or guidance, unless it is to prevent an unsafe act from being performed.
Please ask for help when you need it, as your trainer/assessor may not be aware that you have
not understood aspects of the training program, or are not feeling confident enough to engage in
assessment activities.
Plagiarism
RTO ID: 40336 CRICOS ID: 03187D Page 5 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
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
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
RTO ID: 40336 CRICOS ID: 03187D Page 6 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
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.)
Resources for Trainer / Assessor
 Futura Website; and online Futura portal
 Other Websites related to the unit.
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
RTO ID: 40336 CRICOS ID: 03187D Page 7 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
Format for Written Submissions
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.
RTO ID: 40336 CRICOS ID: 03187D Page 8 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

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 manager.
Elements
To achieve competency in this unit you must demonstrate your ability to:
 Identify menu requirements.
 Develop menus and meal plans for special diets.
 Cost and document special menus and meal plans.
 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
RTO ID: 40336 CRICOS ID: 03187D Page 9 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

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.
RTO ID: 40336 CRICOS ID: 03187D Page 10 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

Adelaide College of Technical Education
Assessment Method One –Check Points
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed all the check points within the unit.
 Checkpoints are to be completed on the online Futura portal using your student user ID/login so no
assignment coversheet is needed.
 This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
RTO ID: 40336 CRICOS ID: 03187D Page 11 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831

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.
RTO ID: 40336 CRICOS ID: 03187D Page 12 of 47 V1.03 Dec 2018
Assessment tool – SITHKOP004 Copyright 2018 © Adelaide Educators Pty Ltd ABN 84136893831