SIT40516 Develop Menus Special Dietary Requirements
ASSESSMENTS SIT40516 Develop Menus Special Dietary Requirements
| Training Package SIT – Tourism, Travel and Hospitality Training Package (Release 1.1) 01. April 2016 | |
| QUALIFICATION: SIT40516 – Certificate IV in Commercial Cookery (Release 1) | |
| UNIT CODE: SITKOP004 | |
| UNIT NAME: Develop menus for special dietary requirements | |
| APPLICATION: | 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 establis
It applies to those people who operate independently or with limited guidance from others such as senior cooks, chefs, catering supervisors and managers. No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. |
| NAME OF LEARNER: | CELSO HENRIQUE DE OLIVEIRA |
| READY FOR ASSESSMENT DECLARATION:
| I confirm that the purpose and procedures of this assessment have been clearly explained to me. I have been consulted about any special needs I might have in relation to the assessment process. The criteria to be used for this assessment have been discussed with me, as have the consequences and possible outcome of the assessment. I have accessed and understand general assessment information as provided by APSI. I have been given fair notice of the date, time, venue and other arrangements for this assessment. I have completed a self-assessment of my performance of the skills and knowledge for this unit and confirm that I am ready for assessment My training organisation has provided information regarding time lines for assessment while on practical placement. I declare that the following work is my own and that no part has been copied from another person or written for me, except where clearly noted on documents or work submitted.I am aware that plagiarism is a serious offence that may lead to disciplinary action by my training organisation.I am aware that APSI keeps all assessments once they are submitted and I must make a copy prior to submission. |
| SIGNATURE OF LEARNER: | CELSO HENRIQUE DE OLIVEIRA |
| NAME OF TRAINER ASSESSOR: | Rainer Konstanty |
| DATE: | 22/09/2017 |
| ASSESSMENT LOCATION: | APSI |
| AQF Level: 4
| Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and limited responsibility in known or changing contexts and within established parameters. |
| ASSESSMENT TASKS and DUE DATES: | AT1: Short answer questions AT2: Menu development AT3: Portfolio |
| Oral questions will be asked during your Work Experience placement, to ensure your work is your own and represents your knowledge. If there is a concern regarding your knowledge you may be asked to resit written questions under test conditions. All assessments are to be submitted/completed by due date and satisfactorily completed in order for competency in this unit to be demonstrated. If you believe you already have the skills and knowledge in this unit please speak to your Trainer Assessor. | |
| UNIT AND ASSESSMENT DETAILS: | If you would like a copy of the mapping document that outlines this Unit of Competency and the Performance Criteria, Critical Aspects and Essential Knowledge and Skills required to be demonstrated please refer to the Learner Drive. For further information that relates to assessments please refer back to your Learner Handbook on the Learner Drive. |
SIT40516 Develop Menus For Special Dietary Requirements
This document was developed for APSI under license 2017. All rights reserved
AT 1 Short answer questions
| Assessment instructions:
| · The questions are divided into sections according to the elements within the unit of competence. There are four sections in this unit. The questions provide evidence of competency for the performance criteria, required skills and knowledge and critical aspects for this unit. (Refer to assessment matrix document for details.) · The learner is to provide a response to all questions in each section. · The learner can source information to answer the questions from the learner guide multimedia or paper-based resource for this unit. · On completion, the learner submits all sections (online or hard copy). |
| Learner resources required: | To complete this assessment task you will require: · The questions response section. · Learner Guide and/or internet access |
SECTION 1: Identify the dietary and cultural menu requirements of customers
RFTS
Yes, it is.
RFTS
Yes, it is a vegan product.
RFTS
Allied health professionals, nutritionists, medical specialists, religious personnel and supervisors and managers.
RFTS
Ask questions, listen actively, paraphrase and ask more questions and confirm you´ve understood.
RFTS
ð A customer experiencing symptoms of food allergies or intolerances
ELIMINATION.
ð A customer being treated for obesity
LOW CARBOHYDRATE.
ð A customer building muscle and endurance
LOW KILOJOULE : Body for Life (BFL).
RFTS
For anyone under 21, these diets must be implement under medical supervision as they may interfere with growth, they aren´t suitable for pregnant women.
RFTS
Detox diet, Juice diet and grapefruit diet.
| Q:1 | List ten things that can influence our food and beverage choices. | RFT | S |
| A: | Taste, mood, gender, age, socioeconomic status, available time, health consciousness, family background, habit, culture, religion, price. | ||
| Q:2
| Identify five different customer groups you’re likely to cater for when developing menus for special dietary requirements. | RFT | S |
| A: | Infants, children, adolescents, elderly, athletes, defence forces, health care/ill/injured. | ||
| Q:3
| List the five Dietary Guidelines for Australians. | RFT | S |
| A: | Guideline 1: Choose the right amount of nutritious foods and beverages. Guideline 2: Eat from the five food groups every day. Guideline 3: Limit unhealthy foods and drinks. Guideline 4: Encourage, support and promote breastfeeding. Guideline 5: Care for your food | ||
| Q:4 | Explain how to take responsibility for determining the dietary requirements of a child, adolescent or adult. | RFT | S |
| A: | Children, adolescent need enough nutritious food for normal growth and development. Adults need enough nutritious food to meet personal energy needs, but not so much that they gain too much weight. | ||
| Q:5
| Which lunch would suit a customer who requires kosher food? State why the other two meals would be unacceptable. | RFT | S |
| A: | Tofu and vegetable stir-fry with rice is suitable to kosher food requires. Beer battered fish and chips with green salad and barbecued prawns, rice and steamed vegetables are not suitable, beer batter contain alcohol and for fish Only fish with fins and scales may be eaten, so prawns is not suitable. Both dishes are forbidden for kosher customer. | ||
| Q:6 | Which dinner would suit a customer who requires halal food? State why the other two meals would be unacceptable. | RFT | S |
| A: | ð Beer battered fish and chips with a green salad ð Tofu and vegetable stir-fry with rice ð Barbecued prawns, rice and steamed vegetables Same reason as kosher requires: Tofu and vegetable stir-fry with rice is suitable to halal food requires. Beer battered fish and chips with green salad and barbecued prawns, rice and steamed vegetables are not suitable, beer batter contain alcohol and for fish, only fish with fins and scales may be eaten, so prawns is not suitable. Both dishes are forbidden for halal customer. | ||
| Q:7
| Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu. | RFT | S |
| A: | ð Vegans: Don´t eat animal flesh of any kind. This include fish, shellfish, chicken, duck, etc. They also don´t eat any products which come from animals (eggs, caviar, milk, butter, cheese, yoghurt, ice cream, cream, honey, oils, pâté). ð Lacto-vegetarians: They eat products derived from milk, but no other animal flesh or products. ð Ovo-vegetarians: They eat eggs, but no other animal flesh or products. ð Lacto-ovo vegetarians: They eat milk products and eggs, but no animal flesh of any kind. | ||
| Q:8
| You’re cooking for a customer with coeliac condition. What must you avoid using when preparing your dishes? | RFT | S |
| A: | We must avoid gluten. | ||
| Q:9 | You’re cooking for children at a boarding school. Three of them have diabetes. Describe three ways you help them control their blood glucose levels. | RFT | S |
| A: | -Foods low in added sugar or with alternative sweeteners instead of sugar. -Meals and protein foods which are low in saturated fat. -Regular meals spread evenly throughout the day. | ||
| Q:10
| Define the term ‘drug-food interaction’. | RFT | S |
| A: | A drug-food interaction happens when the food you eat affects the ingredients in a medicine you are taking so the medicine cannot work the way it should. Drug-food interactions can happen with both prescription and over-the-counter medicines, including antacids, vitamins and iron pills. | ||
| Q:11 | Define the term ‘food allergy’. | RFT | S |
| A: | Food allergy is an immune system reaction that occurs soon after eating a certain food. Even a tiny amount of the allergy-causing food can trigger signs and symptoms such as digestive problems, hives or swollen airways. | ||
| Q:12
| Define the term ‘food intolerance’. | RFT | S |
| A: | Food intolerance is a detrimental reaction, often delayed, to a food, beverage, food additive, or compound found in foods that produces symptoms in one or more body organs and systems, but generally refers to reactions other than food allergy. | ||
| Q:13
| You’re cooking for children on a sports camp. Some of them have allergies. Identify five ingredients which commonly cause allergic reactions. | RFT | S |
| A: | Fish, eggs, milk, peanuts, sesame seeds. | ||
| Q:14 | Describe seven symptoms a customer with allergies could experience if you completely ignore or fail to adequately address their special dietary requirements. | RFT | S |
| A: | 1. Pale face (in children) 2. Loss of consciousness or collapse 3. Increased heart rate 4. Tingling in the mouth 5. Abdominal cramps and nausea 6. Itching 7. Wheezing | ||
| Q:15
| State one culinary term or trade name for the following food additives and preservatives. | RFT | S |
| A: | ð Flavour enhancers: Glutamates (including MSG 621) ð Antioxidants: Gallates, ButylatedHydroxyanisole (BHA and BHT) | ||
| Q:16 | Explain the roles of the food additives below. | RFT | S |
| A: | ð Artificial colours :A color additive is any substance that imparts color to a food, drug, cosmetic, or to the human body. Color additives include both synthetic substances and substances derived from natural sources. Color additives may be used in food to enhance natural colors, add color to colorless and ‘fun’ foods such as cake decorations, and help identify flavors (such as purple for grape flavor or yellow for lemon). Color additives are sometimes called food dyes. ð Preservatives: Antioxidants such as vitamin C are preservatives by inhibiting the degradation of food by oxygen. Bulking agents such as starch are additives that increase the bulk of a food without affecting its taste. Glazing agents provide a shiny appearance or protective coating to foods. | ||
| Q:17
| State the legal consequences of failing to address customers’ allergies, intolerances or sensitivities. | RFT | S |
| A: | Depending on the situation, failure to address special customer requirements could result in civil or criminal action against you and/or your employer.For more information about the legal consequences, checks with your local environmental health officer or food safety supervisor. | ||
| Read and interpret the ingredients on the food packaging label. Use the information in it to answer questions 18 to 24. INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, corn starch, herbs, spices, water | |||
| Q:18
| Is this product kosher? | RFT | S |
| A: | Yes. | ||
| Q:19 | Is this product OK for customers with gluten allergies? | RFT | S |
| A: | Yes. | ||
| Q:20
| Is this product OK for customers with peanut allergies?
| RFT | S |
| A: | No, because it contain peanut oil. | ||
| Q:21 | Is this product OK for customers with soybean allergies? | ||
| A: | |||
| Q:22
| Is this product OK for vegans? | ||
| A: | |||
| Q:23
| List five people you can liaise with to identify and clarify customer requirements. | ||
| A: | |||
| Q:24 | State four communication skills you would use during the menu-planning process to invite the input of health and other professionals and determine the diet requirements of customers. | ||
| A: | |||
| Q:25
| Which contemporary dietary trends and regimes would you say are suitable for these customers? | ||
| A: | |||
| Q:26 | What customers is a low-kilojoule diet definitely NOT suitable for unless the person is under medical supervision? | ||
| A: | |||
| Q:27
| It’s important to continually seek information on emerging dietary trends. List three ways you could research them. | ||
| A: | |||
SIT40516 Develop Menus For Special Dietary Requirements
SECTION 2: Develop menus and meal plans for special diets
| Q:1 | You must be able to manage yourself and take responsibility for the design of menus and meal plans. State the steps you would take to develop and write a menu or meal plan. Consult with health and other professionals to evaluate diet-related health problems. | RFT | S |
| A: | · List all of your dish ideas on paper · Sort them into a draft menu · Check feasibility · Identify, source and purchase all required ingredients · Prepare, cook and present the sample dishes · Assess the sample dishes for variety and nutritional balance | ||
| Q:2
| Explain four ways to provide variety in cyclic menus. | RFT | S |
| A: | Clarify your cycle period: It varies from three days to 13 weeks. Vary quality points: Create culinary balance as you would with any other menus or meals. Use delicacies and seasonally available ingredients: Local delicacies go a long way in creating a varied menu. Vary your cooking methods: Using different methods such as: boiling, poaching, steaming, stewing, braising, roasting, baking, etc. | ||
| Q:3
| When developing meal plans and menus, you must be able to create meals which contain appropriate combinations of foods to meet macro- and micronutrient requirements. Identify the four macronutrients to keep in mind. | RFT | S |
| A: | Water, protein, fat and carbohydrates.
| ||
| Q:4 | There are three categories of carbohydrates. What are they? | RFT | S |
| A: | Sugars, starches and dietary fibre | ||
| Q:5
| List five water-soluble vitamins our body requires. | RFT | S |
| A: | Vitamin B1, B2, B6, B12 and C. | ||
| Q:6 | List two fat-soluble vitamins we require. | RFT | S |
| A: | Vitamin A and D. | ||
| Q:7
| List six minerals and trace elements we require. | RFT | S |
| A: | Calcium, copper, fluoride, iodine, iron and magnesium. | ||
| Q:8
| Identify the five categories of foods which contain the nutrients we need to promote good health and help us avoid dietary disease. | RFT | S |
| A: | Vegetables and Legumes Fruit Grains(cereals) Lean meats and alternatives Dairy and alternatives | ||
| Q:9 | You should select meals which meet a wide variety of macro- and micronutrient requirements. What kinds of meals are best suited to this? | RFT | S |
| A: | Green salads, fruit salads, farinaceous salads, soups, casseroles, stews, stir-fries, sandwiches on multigrain bread, muesli. | ||
| Q:10
| Explain how you would incorporate sufficient choice in a cyclic menu. | RFT | S |
| A: | Providing at least two different options for each meals is ideal.
| ||
| Q:11 | Explain how you would incorporate sufficient choice in an à la carte menu. | RFT | S |
| A: | Consider labelling the meals on your menu vegetarian, vegan, gluten-free and dairy-free. Ensure you have two choices for each. | ||
| Q:12
| Remember, your customer’s health is your responsibility! List seven foods and drinks you should limit when developing menus and meal plans to reduce diet-related health problems. | RFT | S |
| A: | Fries, fried food, bacon, sausages, ice cream, soft drinks and vitamin waters. | ||
| Q:13
| You sometimes need to select suitable foods to use as substitutes when meeting customers’ specific requirements. Next to these three ingredients, state an equivalent ingredient you’d replace it with to address the needs of a customer on a low-fat diet. | RFT | S |
| A: | ð Pouring cream: light cream or milk with starch ð Sour cream: low-fat sour cream ð Coconut cream: light coconut cream or coconut milk or almond milk with starch | ||
| Q:14 | List two suitable substitutions for the following ingredients to meet the requests of a lactose intolerant customer. | RFT | S |
| A: | ð Butter: Avocado, soy butter, jam, almond butter. ð Milk: Soy milk, rice milk, almond milk, oat milk. ð Yogurt: Soy yoghurt, coconut yoghurt. | ||
| Q:15
| Identify four cooking methods you could employ to maximise nutritional value in food. | RFT | S |
| A: | Stewing, poaching, steaming, braising. | ||
| Q:16 | Which preparation method maximises nutritional value in fruits and vegetables, a. or b.? | RFT | S |
| A: | a. Washing b. Peeling A-Washing: Wash instead of peel helps to maximise dietary fibre. | ||
| Q:17
| Describe how to safely store food to retain nutrients and avoid contamination. | RFT | S |
| A: | Keep food at the right temperature. Keep containers, fridges and freezers clean. Keep foods away from raw meat juices, cleaning products, pesticides. Use FIFO stock rotation First in first out. Check use by and best before dates. |
SECTION 3: cost and document special menus and meal plans
| Q:1 | Identify ten expenditure items you’d need to accurately calculate to determine production costs of menu items. | RFT | S | ||||||||||||||||||||||||||||
| A: | Main ingredients, cooking oil, accompaniments, sauces, condiments, seasonings, garnishes, decorations, wrapping, chopsticks. | ||||||||||||||||||||||||||||||
| Q:2
| List the three standard measures you would use when itemising ingredients and calculating portion yields and/or costs from raw ingredients. Provide an example of each one. | RFT | S | ||||||||||||||||||||||||||||
| A: | Ingredient quality: if the ingredient is not fresh, less is usable and yield is lower Ingredient size: peeling smaller potatoes creates more waste and lower yield Staff skill: unskilled employees create more waste and lower yield.
| ||||||||||||||||||||||||||||||
| Q:3
| You buy 10 kg potatoes. After washing, peeling and trimming them you have 9.5 kg left. Calculate the yield % of the potatoes. State the formula you used. Show how you arrived at this figure. | RFT | S | ||||||||||||||||||||||||||||
| A: | 9,5k / 10kg x 100 = 95% edible portion quantity (EPQ) / as purchased quantity (APQ) x 100 = yield % | ||||||||||||||||||||||||||||||
Use this information to answer questions 4, 5 and 6 regarding the butcher’s yield test on turkey.
| |||||||||||||||||||||||||||||||
| Q:4 | Calculate the yield % of the turkey. State the formula you used. Show how you arrived at this figure. | RFT | S | ||||||||||||||||||||||||||||
| A: | 12 / 20 x 100 = 60% EPQ / APQ x 100 = yield % | ||||||||||||||||||||||||||||||
| Q:5
| Calculate the usable trim % of the turkey. State the formula you used. Show how you arrived at this figure. | RFT | S | ||||||||||||||||||||||||||||
| A: | 5 / 20 x 100 = 25% usable trim weight / APQ x 100 = usable trim %
| ||||||||||||||||||||||||||||||
| Q:6 | Calculate the waste % of the turkey. State the formula you used. Show how you arrived at this figure. | RFT | S | ||||||||||||||||||||||||||||
| A: | 3 / 20 x 100 = 15% Waste trim weight / APQ x 100 = waste % | ||||||||||||||||||||||||||||||
| Q:7
| Use the information to calculate the actual cost of the zucchini. State the three formulas you used and the steps you took to arrive at this cost.
| RFT | S | ||||||||||||||||||||||||||||
| A: | Formulas: Quantity required / yield % = purchase weight 300 / 95% = 315,79 g Purchase weight / purchase unit x 100 = usage % 315,79 / 1000g x 100 = 31,58% purchase unit cost x usage % = actual food cost 5,95 x 31,58% = 1,88 | ||||||||||||||||||||||||||||||
| Q:8
| List three ways you can get the necessary technological skills to calculate yield and costs from raw ingredients using computers and software programs. | RFT | S | ||||||||||||||||||||||||||||
| A: | · Use Excel spread sheets to update standard recipes · Attend in-house workshops or training sessions to hone your computer skills · Practise | ||||||||||||||||||||||||||||||
| Q:9 | Calculate the profitable selling price of a dish with a food cost per portion of $8.25 and a standard food cost percentage of 25%. State the formula you used. Show how you arrived at this price. | RFT | S | ||||||||||||||||||||||||||||
| A: | Formula: food cost per portion x 100/standard food cost % = selling price 8,25 x 100/25% 8,25 x 0,25 = 33,00 | ||||||||||||||||||||||||||||||
Assess the cost-effectiveness of these proposed dishes. Use the table to answer questions 10 and 11.
| |||||||||||||||||||||||||||||||
| Q:10
| You need to adjust your menu so it includes high yield desserts. Which dessert would you choose? | RFT | S | ||||||||||||||||||||||||||||
| A: | CHOCOLATE CAKE | ||||||||||||||||||||||||||||||
| Q:11 | Identify the least profitable menu item, which should definitely be excluded. | RFT | S | ||||||||||||||||||||||||||||
| A: | ÉCLAIRS | ||||||||||||||||||||||||||||||
| Q:12
| You need to assess cost-effectiveness against budgetary constraints. List four things to keep in mind when setting prices. | RFT | S | ||||||||||||||||||||||||||||
| A: | Service style, menu price structure, competition and target market. | ||||||||||||||||||||||||||||||
| Q:13
| You’re documenting a vegetarian menu item: spinach and ricotta lasagne. List seven dish characteristics you could use in the menu description. Provide an example of the terminology you’d use for each one. | RFT | S | ||||||||||||||||||||||||||||
| A: | Special qualities of ingredients, geographical descriptors, cuisine style, cooking method, texture, portion or cut and key ingredients. | ||||||||||||||||||||||||||||||
| Q:14 | Identify two ways you can use technology to help you write comprehensive meal plans and menus. | RFT | S | ||||||||||||||||||||||||||||
| A: | – Use food dictionaries – Make sure the spellchecker is set to English (Australian) | ||||||||||||||||||||||||||||||
SECTION 4: monitor special menu performance
| Q:1 | Identify four ways you can get ongoing feedback from customers and others to improve menu performance. | RFT | S |
| A: | Talk with customers, allied health professionals, dieticians and medical specialists to check that they´re satisfied. Conduct customer satisfaction surveys. Discuss customer satisfaction issues with employees during the course of each business day. Hold regular staff meetings that involve menu discussions. | ||
| Q:2
| List three ways you can analyse customer satisfaction with menu items. | RFT | S |
| A: | Popularity index; Customer surveys; Sales data; | ||
| Q:3
| Explain how to analyse menu success against profitability. | RFT | S |
| A: | Using sales analysis, recording food-related purchases and sales for each week, keeping track of your overall food cost percentage on a weekly and monthly basis and checking your overall food cost percentage at the end of every week so you´re not hit by any big surprises at the end of the month. | ||
| Q:4 | Describe what you can do to make sure your menu meets customers’ dietary goals. | RFT | S |
| A: | Liaise with health professionals and others to establish the customer’s goals, so it is possible analyse the success of the menu against them. | ||
| Q:5
| What should you do if menu items are unprofitable? | RFT | S |
| A: | If the menu items are unprofitable, take corrective action and adjust the menu, changing prices or choose menu items that provide high yield and are more profitable to replace the unprofitable dishes. Updating the purchase unit price of each ingredient and re-calculate the cost of goods as their prices go up. This ensures that you always have up-to-date information.
| ||
| Q:6 | Explain three ways you could adjust menus based on feedback and success. | RFT | S |
| A: | Remove menu items that are unpopular and replace them with more popular ones trialled as specials. Improve menu items according to consistent customer feedback so you´re continuously improving dishes. Replace unprofitable menu items with ones that provide higher yield and are more profitable. |
AT 2 Develop a menu for special dietary requirements
| Assessment instructions:
| • This five-part task requires you to develop a cyclic menu with a one-week cycle period from start to finish. • Incorporate sufficient choice of dishes (at least two for each meal: breakfast, lunch and dinner). • Access and sort all information required for menu design. • Coordinate a timely and efficient development process. Part 1: Identify the dietary and cultural requirements of customers • Answer the following questions. |
| Learner resources required: | To complete this assessment task you will require: · The questions response section. · Learner Guide and/or internet access |
SIT40516 Develop Menus Special Dietary Requirements
| Q:1 | What customer group is your menu developed for? | RFT | S |
| A: | |||
| Q:2
| What are their dietary and/or cultural requirements? | RFT | S |
| A: | |||
| Q:3
| What sources of information did you use to determine these requirements? (Please supply them for portfolio of information in Activity C.) | RFT | S |
| A: | |||
| Q:4 | Whom did you liaise with to identify and confirm customer requirements? (Please provide contact details for portfolio of information in Activity C.) | RFT | S |
| A: | |||
| Q:5
| What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group? | RFT | S |
AT 2 Develop menus and meal plans for special diets
- Complete all four tasks.
- Refer to checklist at the end of Activity A of all required documentation.
| Assessment instructions:
| 1. Brainstorm a range of ideas for your menu. Select a variety of suitable foods and meals for specific requirements. 2. Sort them into a rough draft of your menu. Use Menu overview (on the next page) to help you. 3. Make seven copies of Daily meal plan and menu item checklist (two pages down), one for each day of the week. Complete a meal plan for each day of the week as per your Menu overview. Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week. Use the checklist for each menu item to ensure your meal plans (and entire menu) are well developed. 4. Discuss your Menu overview, Daily meal plan and menu item checklists with relevant personnel and/or your assessor to get approval before continuing with Part 3 |
| Learner resources required: | To complete this assessment task you will require: · The questions response section. · Learner Guide and/or internet access |
Menu overview
Cyclic menu items week
| Meals | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
| Breakfast (1) |
| ||||||
| Breakfast (2) | |||||||
| Morning tea | |||||||
| Lunch (1) | |||||||
| Lunch (2) | |||||||
| Afternoon tea | |||||||
| Dinner (1) | |||||||
| Dinner (2) | |||||||
SIT40516 Develop Menus For Special Dietary Requirements
Part 3: Cost and document special menus and meal plans
| • Complete all five tasks. • Refer to checklist at the end of Activity A of all required documentation. | |
| Assessment instructions:
| 1. Itemize all proposed expenditure items for each dish. 2. Calculate portion yields and costs from raw ingredients for each dish both manually and using computer technology. (Provide formulas, calculations, spreadsheets, etc., for each dish.) 3. Assess cost-effectiveness of proposed dishes against any budgetary constraints. (Provide formulas, calculations, spreadsheets, etc., for each dish.) 4. Choose high-yield dishes and list them. 5. If any menu items send your menu beyond budgetary constraints, you may need to do a second draft of menu items and rewrite your Menu overview and Daily meal plans accordingly. |
| Learner resources required: | To complete this assessment task you will require: · Complete all tasks · Learner Guide and/or internet access |
Part 4: Monitor special menu performance
- Complete all three tasks.
- Use customer satisfaction and sales data to assess your menu’s success. (Provide copies of customer survey results, popularity index and/or sales data in your portfolio of information in AT3)
- List unpopular menu items and/or those which didn’t meet customers’ dietary goals.
- State how you will adjust the menu, based on feedback and success.
AT 3 Portfolio of information
Gather a range of information | |
| Assessment instructions:
| · Put together a portfolio of useful resources, contacts and information related to developing menus for special dietary requirements. · Information should be collected over the duration of the unit and submitted nearing the end of study for this unit, as directed by your assessor.
Your portfolio will be viewed by your assessor, but you should retain it for future reference. |
| Learner resources required: | Learner Guide and/or internet access Types of information you should includev Samples of special recipes from your workplace or training environment. v Samples of recipes used to prepare dishes in Activity A. v Photographs of a range of nutritionally-balanced dishes you have prepared and presented within commercial time constraints. v List of useful dietary and cultural websites. v A copy of your establishment’s menu with written suggestions on it or attached to it including: · modifications or adjustments · exclusions · substitutions · specialised ingredients · cooking method changes · what your organisation could implement to better serve customers with special dietary needs while at the same time maintaining (or improving) nutritional value. v Relevant newspaper or magazine articles related to: · nutrition · modern influences on our food and beverage choices · health implications of making poor food choices · the role of good nutrition in avoiding dietary disease · the role and implications of using additives and preservatives · modern food presentation methods. v A copy of the Dietary Guidelines for Australians. v Any other useful resources related to preparing food to meet special dietary requirements. |
Assessment/ Validation
| Training Centre | APSI | Learner, Full name | ||||||||||||||
| Trainer/Assessor | Rainer Konstanty | |||||||||||||||
| Assessment results | If a not yet satisfactory (NYS) result is given the Trainer will provide feedback to the Learner before next submission. When the Learner is reassessed with a ‘Satisfactory result’ for all assessments then an overall ‘Competent’ result will be given for this unit of competency. | |||||||||||||||
| Is reassessment required in this case? | YES | NO | ||||||||||||||
| Flexibility in assessment processes requested: | ||||||||||||||||
| Details: | ||||||||||||||||
| With flexibility, assessment still meets requirements of UOC | ||||||||||||||||
| Assessment type | 1st attempt date and result | 2nd attempt date and result | Valid | Current | Sufficient | Authentic | Result | |||||||||
| Written | AT1 | |||||||||||||||
| Verbal Q&A | ||||||||||||||||
| Demonstration/Observation | ||||||||||||||||
| Role Play | ||||||||||||||||
| Project | AT2 | |||||||||||||||
| Scenario/Case study | ||||||||||||||||
| Supervisor/Third Party | ||||||||||||||||
| Work place | AT3 | |||||||||||||||
| RPL/RCC (Evidence attached) | ||||||||||||||||
| In completing this assessment, I confirm that the candidate has demonstrated all unit outcomes through consistent and repeated application of skills and knowledge with competent performance demonstrated in multiple instances over a period of time. | ||||||||||||||||
| Assessor signature: | ||||||||||||||||
| Meets all essential knowledge and skills | Meets all performance criteria | |||||||||||||||
| Learner signature: | ||||||||||||||||
SIT40516 Develop Menus Special Dietary Requirements
| Assessor Feedback first attempt: (Assessor is to provide feedback to the Learner on assessment results) | ||||||
| I declare that this questioning assessment has been conducted as per APSI assessment procedures and the instructions provided for this assessment task and that I have provided feedback to the Learner in a constructive manner. Assessor Signature:_____________________________ | ||||||
| Assessor feedback second attempt/resubmission: I declare that this questioning assessment has been conducted as per APSI assessment procedures and the instructions provided for this assessment task and that I have provided feedback to the Learner in a constructive manner. Assessor Signature:_____________________________ | ||||||
| Learner Feedback first attempt: (Learner needs to read the above feedback and reply if they wish and then sign that they agree and have understood the assessor’s comments as above). | ||||||
| Learner comments: I have read and agree with the above feedback. Learner Signature: _____________________________ | ||||||
| Second attempt/resubmission: Learner Comments: I have read and agree with the above feedback. Learner Signature: _____________________________ | ||||||
| Competent ‘C’ or Not Yet Competent ‘NYC’ | Appeal Lodged
| Final Grade after appeal | ||||
| Assessor Signature | ||||||
| Supervisor/ Third Party Signature | ||||||
| Learner Signature | ||||||
