2.0 - SITHKOP002 - Plan and Cost Basic Menus Student Guide

SITHKOP002-PLAN AND COST BASIC MENUS
SITHKOP002
Plan and cost basic menus.

Version 2.2
Student Assessment Guide
SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Australian Academy of Higher Learning Pty Ltd T/A Technical Institute of Victoria (TIV) (RTO No:21994 CRICOS CODE 02924F)
Last Reviewed: MARCH 2020 Responsibility: RTO Manager Date Implemented: July 2020
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ASSESSMENT RECEIPT FORM

STUDENT NAME:
STUDENT ID:
COURSE CODE:
COURSE TITLE:
TRAINER’S/ASSESSOR’S
NAME:
DUE DATE
UNIT CODE AND SITHKOP002-PLAN AND COST BASIC MENUS
DESCRIPTION
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY TIV Staff

Name:
Date:
Signature:
================================= Tear Here ===========================

Students must retain this as a Record of Submission.
Assessment Handed On:
Unit Code & Description: SITHKOP002-PLAN AND COST BASIC MENUS
TIV Student
Assessment Received by
TIV Staff Name: Student ID:

………………...……..............……...……... .................................................................
Signature: Student Signature:

…………………………...……...……...…………..…... ….………………………………………..…….
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Competency Record Sheet:

This form is to be completed by the assessor and is used to record the student assessment Outcome/result for the Unit of
Competency. All student submissions (Outlined below) are to be attached to this sheet before placing on the student
academic file. Student results are not to be entered into the Student database unless all relevant paperwork is completed
and attached to this sheet.
Student must complete all assessment tasks as satisfactory (S) to be Competent (C)
To be fill by the Student

Student’s ID:
Student’s Name:
Date of
Assessor’s Name:
completion:
Qualification Code and Title
Unit of Competency SITHKOP002-PLAN AND COST BASIC MENUS
Assessor Use Only First attempt Re-Submission Late Submission
Student Results
Assessment Methods Not Yet
Please attach the following assessment methods to this sheet Satisfactory(S) Satisfactory
(NYS)
Assessment 1: Knowledge Test  
Assessment 2: Project  
Assessment 3: Written Test
Comments:
Note: student is required be marked satisfactory in all assessment methods to be deemed competent in this unit.
Unit Outcome:  Competent  Not Yet Competent

Is re-assessment required:  Yes  No
Student’s Signature: Assessor’s Signature:

Administrative Use Only
All sections are completed and signed. The Final Unit result is entered in the Student Management System.
Name: Signature Date
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ABOUT THIS BOOKLET
If you do not understand any part of this booklet, please inform your assessor/trainer.
The Student Guide contains two (2) parts:
PART 1: Assessments information:

This part contains information on assessments for this unit of competency and how
assessment will be conducted throughout unit to achieve the competency. It includes:
• Application of the unit of competency

• Purpose of assessment
• Elements, Performance criteria, performance and knowledge evidences
requirements of the unit
• Context, Conditions and required resources and location of the assessment.  
• Assessment methods and tasks.
• An outline of evidence to be gathered from student.
• Administration, recording and reporting the requirements including special
adjustments, appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment Methods and Tasks:

This part contains the information to successfully undertake the assessment Method. In
each assessment method, students will find the following information:  
• Generic Instructions to students on assessment method
• Information on Resources required where applicable
• Planning the assessment
• Evidence specification
• Evidence submission
• Assessment Tasks and Task instructions.
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PART 1
Assessment Information
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Application of the unit of competency:

This unit describes the performance outcomes, skills and knowledge required to plan and
cost basic menus for dishes or food product ranges for any type of cuisine or food service
style. It requires the ability to identify customer preferences, plan menus to meet customer
and business needs, cost menus and evaluate their success.
The unit applies to hospitality and catering organisations. Menus can be for ongoing food
service, for an event or function, or for a food product range such as patisserie products.
It applies to cooks, patissiers and catering personnel who usually work under the
guidance of more senior chefs. TIV has contextualized the assessments to suit in a kitchen
operational environment.
No occupational licensing, certification or specific legislative requirements apply to this

unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITHKOP002-Plan and Cost
Basic Menus
Elements
1. Identify customer preferences.
2. Plan menus
3. Cost menus.
4. Write menu content.
5. Evaluate menu success.
Foundation Skills
SKILLS DESCRIPTION
Writing skills to: • prepare menus and product descriptions to creatively explain
menu dishes and promote sales.
Oral communication • listen and respond to routine customer feedback and ask
skills to: questions that inform menu choice.
Numeracy skills to: • calculate the cost of producing dishes for menus
• calculate mark-ups and selling price for profitability
• compare menu items based on their anticipated yield,
budgetary constraints and profitability.
Problem-solving skills to: • evaluate the food service preferences of the customer profile
and plan menus to meet those preferences
• identify unprofitable menu items and adjust menus to include
high yield dishes.
Planning and • access and sort all information required for menu planning
organising skills to: and for coordinating a menu development process.
Technology skills to: • use computers and software programs to cost and document
menus.
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Range of Conditions
Specifies different work environments and conditions that may affect performance. Essential
operating conditions that may be present (depending on the work situation, needs of the
candidate, accessibility of the item, and local industry and regional contexts) are included.
Range is restricted to essential operating conditions and any other variables essential to the work
environment.
Balanced variety must relate to different: colours

cooking methods
delicacies
flavours
nutritional values
presentation
seasonally available ingredients
tastes
textures.
Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this
unit in the context of the job role, and:
• identify and evaluate the food preferences of customer groups with differing
characteristics and use to inform menu planning
• develop and cost each of the following menu types based on above information:
o à la carte
o buffet
o cyclical
o degustation
o ethnic
o set
o table d’hôte
o seasonal
• evaluate success 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
• improvements suggested by:
o customers
o managers
o peers
o staff
o supervisors
o suppliers
• regular staff meetings that involve menu discussions
• seeking staff suggestions for menu items
• develop the above menus within commercial time constraints, demonstrating:
o use of balanced variety of dishes and ingredients
o methods for determining costs of supply for ingredients
• methods and formulas for calculating portion yields and costs from raw ingredients
• methods for responding to feedback and adjusting menus
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• methods for achieving desired profit margins, mark-up procedures and rates
• use of different types and styles of menus for dishes or food production ranges.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and

performance criteria of this unit:
• organisation-specific information:
o sources of information on current customer profile and food preferences
o service style and cuisine
o costs of supply for ingredients
• methods and formulas for calculating portion yields and costs from raw ingredients:
o butcher’s test
o standard measures
o standard yield tests
• hospitality and catering industry desired profit margins, mark-up procedures and rates
• different types and styles of menus for dishes or food production ranges for different
types of food outlets
• range of food preferences relating to:
o contemporary eating habits
o cultural and ethnic influences
o popular menu items
o quick service foods
o seasonal dishes
o variety of food products
• differing characteristics of customer groups:
o age range
o buying power
o gender
o income level
o social and cultural background
• influence of seasonal products and commodities on menu content
• naming conventions and culinary terms for a variety of cuisines
• formats for and inclusion of menus presented to customers
• methods of assessing the popularity of menu items:
o customer surveys
o popularity index
o sales data
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Context and conditions for assessments:

To comply with the assessment condition of this unit:
• TIV will conduct the assessment to gather performance evidences for this unit in
simulated Commercial Kitchen environments located at No 3, Miller St, Prahran,
Vic 3181 or Unit 2/578, Plummer St, Port Melbourne, Vic 3207 and/or level 1/252
Lygon Street, Carlton VIC 3053
• Students must demonstrate adequate skills and knowledge evidence by
providing a satisfactory outcome for each assessment task. Assessors will refer to
the model answers in the trainer and assessor guide to compare with the student
responses for each question. However, assessor may consider student’s responses
if those are relevant to the questions.
• TIV Kitchens have access to a wide range of ingredients including perishable food
supplies for prepare the dishes as per the standard recipes provided to the
students. In addition, students will have access to TIV preferred supplier lists,
product specifications, price lists, TIV Kitchen Restaurant Menus.
• TIV staff will be invited as internal customers to taste the dishes cooked by the
students as part of ongoing assessment process. The internal customers will provide
the feedback of the tasted dishes to the students using a feedback form. The
feedback form/s will be attached to the student assessment.
• TIV kitchens have access to range equipment’s used in commercial industry
Kitchens. In addition will have the Food Safety Plan, which students are required
to maintain under the supervision of the Trainer/Assessor.
•
• Knowledge assessments for this unit will be conducted in TIV Classrooms at Unit 1
/252 Lygon Street, Carlton VIC 3053
• TIV assessors who are assessing this unit will satisfy the requirements specified in
Clauses 1.13-1.16 in the Standards for Registered Training Organisations
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have
access to the following resources for the unit.
- Computers with access to internet and printers

- DIDASKO learner guide for unit SITXHKOP002 Plan and cost basic menus
- Access to TIV simulated training kitchens including the required equipment’s and
documentation and classrooms
Competency Requirements:
Student must complete the all the assessment tasks to the satisfactory level to be deem
competency in this unit
Assessors will ensure that the evidence collected meets the requirements of the Rules of
Evidence (authentic, current, sufficient and valid) prior to entering results into the
competency record sheet.
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Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt
will be given two opportunities for reassessment. If the student is still deemed Not Yet
Competent (NYC) after two reassessments in a unit of competency student will be
required to repeat the unit as per the scheduled delivery of the course. For further details,
refer to TIV Re-Assessment Policy and TIV Course Progress Policy.
Assessment Assessment description Due date Location of

tasks assessment
There are four answers given in the
Assessment questions. You must mark the most
Method -1 appropriate answer relevant to the TIV
Knowledge question classroom
Test
This is project will be completed in class

where you will be planning and costing
menus for TIV kitchen Restaurant. You may
need to access to kitchen to refer to the Needs to be
preferred supplier lists, price lists, purchase completed
Assessment specifications in classroom
Method 2 with access
Project You are required to develop menus for to TIV
range of menu types, and you will be Kitchen as
taking feedback from your trainer as industry
internal customer and at least 2 of your workplace.
colleagues.
In this assessment, there are questions

Assessment assigned into several sections. Student are
required to answer these questions based TIV
Method -3
on the learning and/or individual practical classroom
Written Test
experience.
Outline of evidence to be collected:
You must submit the following evidence to be marked competent for this unit. Your
assessor will ensure that the evidence submitted meets the Rules of Evidence which are
valid, sufficient, current and authentic.
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• Completed knowledge test and submit to your assessor.

• You must submit the hard copy of the assessment. If you
Assessment Method -1
unable to submit the hard copy must discuss and agree the
Knowledge Test
format with the assessor prior to the deadline
• Complete and sign the cover sheet for assessment task
• Developed Eight (8) menus for following menu types:
o à la carte
o buffet
o cyclical
o degustation
o ethnic
Assessment Method 2 o set
Project o table d’hôte
o seasonal
• Evaluated success of the above menus by obtaining at least

two of the types of feedback
• Taken improvement suggestions from colleagues and trainer
(internal Customer)
• Completed written test and submit to your assessor.

• You must submit the hard copy of the assessment. If you unable
Assessment Method -3
to submit the hard copy must discuss and agree the format with
Written Test
the assessor prior to the deadline
• Complete and sign the cover sheet for assessment task
Administration, recording and reporting requirements:

You must read and follow this information carefully while completing assessments for this
unit of competency and if you are unsure of any instruction, please contact your assessor
to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
• Your assessor will mark the submitted assessment, provide feedback to you and
complete the comments section against each task, where applicable.
• ALL tasks must be completed in legible English.
• You must submit assessment tasks as per the format (Handwritten/Electronically)
given under the assessment instructions in each assessment method.
• You must submit all assessments on or before the due date specified by the
assessor.
• Extensions for individual assessment tasks may be negotiated in specific
circumstances with your assessor/trainer. However, you need to provide genuine
documents as evidence when seeking an extension to due date (e.g. extensions
due to illness will require a medical certificate.
• You are permitted to use dictionaries(printed/Electronic) and to seek support (as
required) unless it puts in jeopardy the integrity of the assessment, your assessor will
let you know if this is the case.
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• Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work
of other students. Plagiarism is unacceptable.
• You must submit your assessment tasks in person in hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment
results on the competency assessment record sheets
Assessors will check that you have completed the student declaration prior to filling out
the assessment cover sheet.
Retaining assessment records:
TIV will securely retain all completed student assessment items for each student for a
period of 18 months from the date on which the judgement of competence for the
student was made. However, Students are required to retain a copy of the submitted
assessments. (Assessments which are completing outside the classroom). TIV will also
retain sufficient data to be able to reissue AQF certification documentation for a period
of 30 years.
All assessment records submitted to the assessor for marking will be retained securely.
The Administration Manager will ensure that the student records are securely retained in
accordance with the TIV record control policy and procedure.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent
You will be awarded C = Competent on completion of the unit when the assessor is
satisfied that you have completed all assessments and have provided the appropriate
evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet
this requirement, you will receive the result NYC = Not Yet Competent and will be eligible
to be re-assessed in accordance with the TIV Re-Assessment Policy and TIV Course
Progress Policy.
For assessment methods:
There are two assessment outcomes for assessment methods: S = Satisfactory and NS =
Not Satisfactory.
On the individual assessment cover sheet for assessment method you will be marked
Satisfactory, if you have completed the task successfully, submitted all evidence and
satisfied the assessment criteria. if you have not completed the task, the evidence is not
sufficient or does not meet the requirements of the assessment criteria, you will be
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marked as Not Satisfactory.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given
two further opportunities for re-assessment at a mutually agreed time and date. For
further details, refer to the TIV Re-Assessment Policy and TIV Course Progress Policy. As this
is a competency-based program, the assessment continues throughout the program
until you either achieve Competency in the assessment tasks or a further training need is
identified and addressed.
Student access to records:
You have the right to access current records of your participation and results at any
time. You can see your results or attendance progress by requesting a copy of your
records by contacting the student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and
tasks from the assessor. You may have to agree to a timeframe with assessor if you
need t meet out of your scheduled classes.
Reasonable adjustments and special learning needs:
TIV works to ensure that students with recognized and acceptable disadvantages can
access and participate in education and training on the same basis as other students.
Disadvantages may be based, for example, upon age, cultural background, physical
disability, limited or non-current industry experience, language, numeracy or digital
literacy issues.
Prior to enrolment and assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support,
reasonable adjustments will be made to the learning environment, training delivery,
learning resources and/or assessment tasks to accommodate the particular needs of the
student. An adjustment is reasonable if it can accommodate the student’s particular
needs, while also taking into account factors such as the student’s views, the potential
effect of the adjustment on the student and others and the costs and benefits of making
the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record

b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as
stipulated in the training package.
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d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words
and sentences.
Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment
decision. In the first instance, you are encouraged to appeal informally by contacting
the assessor and discussing the matter with them. If you are dissatisfied with the outcome
of such discussion, you may appeal further to either the RTO Manager and/or CEO. If you
are still dissatisfied, you may appeal formally and in writing to the external body. For more
information, refer to the Assessment Policy and the Complaints and Appeals Policy and
Procedures.
Assessor intervention:
Assessors will defer the assessment, if assessor identifies that you are not ready for the
assessment. Feedback will be given to you once assessor mark the assessment.
(approximately within 14 days of completing the assessment. If the assessor feels the
assessment activities that might impact on your safety or that of others, the assessor will
stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
TIV considers plagiarism and cheating as a serious misdemeanour. Evidence of

plagiarism and cheating is treated on a case by case basis and the consequences for
students engaging in such practices may include failure of the assessment or exclusion
from the course. For more information, refer to TIV’s Assessment Policy.
References
Student are required to provide reference of the sources of information. If it is from a

website you should quote website link, if it’s a textbook must quote the name of the
textbook and publisher. If you are quoting from the learner guide list the name of the
guide.
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Student Declaration:
I .............................................................................. (Student Name)have read and

understand the information provided above and also understand and accept that any
act of plagiarism and academic dishonesty may have penalties including cancellation
or suspension of my enrolment with TIV. I further declare that:
• All assessment work submitted for this unit competency is my own original work and
plagiarism and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by
another person.
• I have retained a copy of this assessment for my own records in the event I have to
reproduce my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
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PART 2
Assessment Task
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Assessment Cover Sheet: Assessment Method 1

Student Detail
Student Id:
Student Name:
Group No:
Assessment Details
Unit of Competency SITHKOP002 – Plan and cost basic menus
Assessment Method Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □
Assessor Name
Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this
work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph
of my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted
reliable and flexible assessment with this the outcome as above for this assessment
student, and I have provided appropriate method and I am aware of my appeal
feedback. I also declare that I have rights.
undertaken the indicated assessment integrity
checks
Google check for plagiarism  Yes No
Check for Copying/Collusion  Yes No
Check for Authenticity  Yes No
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................
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Assessment Method 1: Knowledge Test

Instructions for students:
• In this knowledge test, in each question there are four answers. You must mark
the most appropriate answer relevant to the question
• You will have 1 hour to complete the knowledge test
• This assessment will be conducted in the TIV classroom.
• This knowledge test is open book. However, you must list the reference sources
that you referred to complete this assessment.
• List the reference sources in the space given at the end of the assessment.
• You must Satisfactory answer to all the questions, given in this assessment to be
deemed satisfactory for the assessment.
• You must complete the Assessment cover sheet – Student detail section.
• Submit the assessment with completed assessment coversheet
• You must use only BLUE OR BLACK PEN to complete this assessment task
including to complete the assessment cover sheets
• Your HANDWRITING must be clear to read and understand by a third party. If
not, your assessor will mark the assessment as “Not Satisfactory”
Resources required:
• Computer with internet connection to refer to various resources.
• Didasko Learner Guide- Unit – SITXHKOP002 – Plan and cost basic menus
• Student Guide and a pen
Planning the assessment
- Trainer/Assessor will provide a date for the assessment & brief the TIV assessment
policy to the students
- Ensure you have access to all resources listed above, either printed copies or
access via the internet
Recommended time to complete the assessment: 1 hour
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence by
the due date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question listed
and short answer questions in Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- You must submit the hard copy of the assessment. If you unable to submit the hard
copy must discuss and agree the format with the assessor prior to the deadline
- Your assessor will record the assessment outcome on the assessment cover sheet.
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1. Which is true of a customer profile?

(a) It’s a tool you can use to get feedback from customers regarding their preferences.
(b) It identifies which dishes are most popular with customers so you can retain them on
your menu.
(c) It identifies who exactly your most frequent customers are and gives you information
about them which helps you analyse their food preferences.
(d) It determines where you locate your business.
2. Why is it important to analyse the food preferences of your customer base?

(a) So you can choose menu items which meet their needs.
(b) So you can meet health and safety requirements.
(c) So you can tell if your dishes are profitable enough to put on the menu.
(d) So you can adjust the menu based on their feedback.
3. All menu types can be grouped into four broad menu classifications. What are the four menu
classifications?
(a) À la carte, degustation, theme, cyclical.
(b) À la carte, table d’hote, banquet, smorgasbord.
(c) Table d’hote, à la carte, function, cyclical.
(d) Function, cyclical, carte du jour, novelty.
4. What’s the most effective way to analyse customer preferences?

(a) Reviewing customer surveys.
(b) Collating customer satisfaction and complaints sheets.
(c) Doing a stocktake.
(d) Checking the sales data.
5. What are three important things to keep in mind when planning a menu?
(a) The organisation’s popularity index, sales data and customer surveys.
(b) The organisation’s customer base, service style and cuisine.
(c) The organisation’s standard measures, butcher’s tests and standard yield tests.
(d) The organisation’s standards of spelling, grammar and punctuation.
6. You must ensure that your menu includes a variety of dishes for the style of service and
cuisine. How can you do this?
(a) Assess it for culinary and nutritional balance.
(b) Assess it for cost effectiveness and profitability.
(c) Assess it for yield and cost of raw ingredients.
(d) Assess it for taste, texture and appearance.
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7. Which of the following must you itemise to accurately cost a menu?

(a) All ingredients in the dishes or food production items.
(b) All ingredients that yield less than 100%.
(c) All ingredients that yield 100%.
(d) All proposed components of the dishes or food production items.
8. Which formula would you use to calculate actual food cost from raw ingredients which yield
100%?
(a) Purchase weight ÷ purchase unit x 100 = actual food cost.
(b) Purchase unit cost x usage % = actual food cost.
(c) EP ÷ AP = actual food cost.
(d) Quantity required ÷ yield % = actual food cost.
9. You have assessed your menu items for cost-effectiveness. Which ones should you choose
to place on the menu?
(a) The menu items with low yield.
(b) The menu items with the largest usage percentage.
(c) The menu items with high yield.
(d) The menu items with the highest food cost percentage.
10. Which of the following is most important to keep in mind when pricing menu items?
(a) Ensuring maximum profitability.
(b) Making sure all menu items have the same food cost percentage.
(c) Including the dollar sign in the menu so the selling price is clear.
(d) Researching your competition’s selling prices for similar menu items.
11. Which menu content would appeal to business executives in a fine dining restaurant?
(a) Fish and chips with salad.
(b) Beer-battered barramundi with choice of chips or steamed vegetables.
(c) Indian style barramundi with cauliflower.
(d) Pan-roasted Daintree barramundi, cauliflower, satay spices, yoghurt and barberries.
12. Which of the following is the correct name for a style of cuisine?
(a) Fare of the sea.
(b) Sprinkled with crushed almonds.
(c) A sliver of prosciutto.
(d) Modern Australian.
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13. Why is it important to use descriptive writing in your menus?

(a) To impress restaurant reviewers with your menu items.
(b) To promote the sale of menu items.
(c) To fill up the white space in the formatting of your menu.
(d) To make sure customers remember your menu items.
14. Why do you need to seek ongoing feedback from customers and others?
(a) To improve your menu’s performance.
(b) You don’t need to seek ongoing feedback from customers or others.
(c) To change your customer profile if necessary.
(d) So you have something to contribute at staff meetings.
15. What are three ways to assess the success or popularity of your menu items?
(a) Analyse customer profile, customer preferences, customer surveys.
(b) Analyse customer surveys, popularity indices, sales data.
(c) Seek feedback, use descriptive writing, itemise ingredients.
(d) Identify organisational service style, cuisine and customer base.
16. What information should you base adjustments to your menus on?
(a) Butcher’s tests and standard yield tests.
(b) Portion sizes and portion yield from ingredients.
(c) Feedback and profitability.
(d) Culinary balance and nutritional balance.
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Student Detail
Student Id:
Student Name:
Group No:
Assessment Details
Unit of Competency SITHKOP002 – Plan and cost basic menus
Assessment Method Project
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
checks
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................
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Assessment Method 2: Project
Resources required:
• Computer with internet connection, MS Word, MS Excel software
• Didasko Learner Guide- Unit – SITHKOP002 Plan and cost basic menus
• Student Guide and a pen
• Soft copies of the required templates
• Access to TIV kitchen with all the necessary resources

- Ensure you have access to all resources listed above, either printed copies or access
via the internet
Recommended time to complete the assessment: 24 hours
- You are required to submit the completed projects and required evidences required
as per each task
- Recipes and other documents such as TIV preferred supplier lists, pricelist purchase
specifications used to complete this project.
• You must submit the hard copy of the assessment. If you unable to submit the
hard copy must discuss and agree the format with the assessor prior to the
deadline
• You must complete the project using a software as listed above.
• Your assessor will record the assessment outcome on the assessment cover sheet
Page 28 of 92
Instructions to students
1. This project is made up of three Parts as per the below. Under each part there are
several tasks to be complete by the student.
2. To be satisfactory in this assessment you must demonstrates all the skills satisfactory
listed in the marking guide in each Part of this project.
3. You must use suitable word processing and spread software’s to complete this
project.
4. Recommended font sizes of the document should range between 10 and 14 and font
type should be as Calibri, Arial, Times New Roman or Tahoma
5. You must read the project information, scenarios, templates and any other
documents given by your assessor to complete this project.
6. You could complete this assessment in classroom, Computer lab, simulated industry
environment and self-paced.
7. You must spend approximately 24 hours to complete the three parts.
8. Ask your assessor, if you do not understand a question. Your assessor cannot tell you
the answer he/she may be able to re-word the question for you
9. On completion, you are required to submit all the parts to your assessor.
10. It is highly recommended, once you complete each part of this project discuss with
your assessor before you proceed to the next part.
11. Your assessor will inform you the submission date for the project.
12. The additional and specific instructions are listed under each part.
13. Follow the below diagram to complete the PROJECT.
Page 29 of 92
Pathway to complete the PROJECT
Task 1- Identify customer profile

Part 1 Task 2- Develop a sessional a la carte menu and
Identify customer preferences and written report
plan, cost and write an a la carte Task 2.1-Develop a sessional a la carte menu
sessional menu Template to be use
• Menu check list template
• Culinary and nutritional balance
checklist
• Menu evaluation checklist
Completed PART 1 Task 2.2- Written report
Task 3 – Cost menu and written report
Task 3.1-Cost the sessional a la carte menu
Template to be use
• Recipe costing
• Yield percentages table
Task 3.2- Written report
Highly recommend Task 4 – Write menu content and written report
discussing with the Task 4.1 – Write menu content
assessor completed Task 4.2- - Written report
PART 1 Task 5- Prepare and cost a table d’ hote menu
Task 1- Develop and cost degustation set

menu and written report
Part 2 Task 1.1- Develop and cost
Write a degustation set menu, an degustation menu
ethnic buffet menu and cyclical menu Task 1.1- written report
Task 2 – Develop and cost an ethnic buffet
Menu
Task 3-Develop and cost a cyclical menu
and written report
Completed PART 2 Task 3.1-Develop and cost cyclical
menu
Task 3.2- Written report
Highly recommend to
discussing with the assessor,
completed PART 2
Task 1.1- Obtain feedback on menus

developed
Task 1.2- Evaluate success of menus
Part 3 Task 1.3- Written reports

Evaluate the success of a menu
• Organised the Project as

per the above sequence Submission
Completed PART 3 order Completed
PROJECT
• Attached the evidence for
each part
Page 30 of 92
Notes to be taken by the student during the Project Briefings:
Page 31 of 92
ASSESSMENT METHOD 2 – Project- Part 1
Instructions for students
1. This assessment requires you to identify customer preferences, and plan, cost
and write an à la carte seasonal menu.
2. This assessment consists of 4 tasks. Student must complete these tasks

Task 1-Identify customer profile
Task 2- Develop a seasonal à la carte menu (background information) and
written report
Task 3- Cost menu and written report
Task 4-Write menu content and written report
Task 5-Prepare and cost a table d’hote menu
3. To achieve satisfactory in this assessment, you must satisfactorily complete all the skills
listed in the marking guide.
4. Assessor will inform you the submission date for this assessment. It recommends
allocating approximately 8 hours for this assessment.
5. You could complete with assessment in computer lab, classroom based, simulated
industry environment and self-paced.
6. You must use spreadsheet software and word processing software as per the
instructions given in the task. (E.g. MS Excel /MS Word)
7. Your assessor will provide you the soft copies of required templates for this assessment
9. On completion, you are required to submit all the parts to your assessor
10. Your assessor will inform you the submission date
12. You must use only black or blue pens to complete any document.
13. The additional and specific instructions are listed under each task
Page 32 of 92
INFORMATION TO COMPLETE THE PROJECT-PART 1
1. Describe your workplace or training environment’s (TIV Kitchen Restaurant) menu

styles.
2. Develop a customer profile for your workplace or training environment.
3. Identify customer preferences in your workplace or training environment.
4. Develop and cost a seasonal à la carte menu that incorporates ethnic food
preferences of customer groups.
5. Format and print the à la carte menu.
6. Develop and determine a selling price for a table d’hote menu.
7. Complete written reports
8. Attach organisational information to this assessment when requested within each

task.
9. Use the list in the Learner task checklist provided when submitting your assessments.
Task 1: Identify customer profile

Instructions to complete the task
1. Research information about your workplace or training environment (TIV Kitchen)

and
customers.
2. Sources of organisational information could include manual documentation,

computerised records and reports, and your colleagues, management, or other
staff.
3. Document your research findings in the tables given below.
4. Attach copies of organisational information used to identify customer

preferences
Page 33 of 92
Q1: Research information about TIV kitchen restaurant cuisine, menu and service style.
Category Organisational information
Style of cuisine
Menu style
Service style
Sequence of courses
Q2: Develop a profile of TIV kitchen restaurant customers. List the sources of
organisational information you used to develop this profile.
Profile category Profile information Sources of customer

profile information
Age range
Gender
Income level
and/or buying
power
Social and cultural

background
3: Based on your current menu, what are your customers’ food preferences? Use
organisational documents, POS or other computer systems and manual or
computerised reports to complete the table.
If your workplace or training environment’s menu does not match the headings
provided, please modify heading to reflect your menu structure. Attach one copy
of each type of organisational information used to identify customer preferences to
this assessment.
Food preferences Organisational information

First course / Main course / Dessert / sweet
entrée meal item
Highest selling / most

popular menu item
Lowest selling / least

popular menu item
Page 34 of 92
Task 2: Develop a seasonal à la carte menu (background information) and written

Report.
Instructions to complete the task
1. You can choose to develop a seasonal à la carte menu for your workplace or training
organisation or use the scenario information provided.
2. If choosing to develop a menu for your workplace or training environment, it must

have appropriate and adequate equipment, facilities and staff for this menu style.
For example, if you work in a café or fast food establishment then it will be difficult to
create an à la carte menu for this task because you don’t offer this type of food.
Scenario information
You are developing a new winter à la carte dinner menu for Ashton’s, a casual dining
restaurant that seats 60 customers. The menu items are presented under four sections:
starters, entrée, main course and desserts. All meals are served plated to the table by
service staff. The restaurant caters mainly for adults ranging from 25 to 45 years old. It’s
located in a middle-class area with a significant population of office, business and
management professionals. The population is very culturally diverse, predominantly
European and Asian cultural backgrounds. The restaurant owners have noticed a steady
trend towards customers preferring healthier meal options (mainly low-fat, low-sugar
options) and increasing requests for vegetarian menu options.
Customers do not tend to spend more than one and a half to two hours in the restaurant
during dinner service. On average, 70% of customers order two courses: entrée/starter
and main course or main course and dessert. Only 20% order three courses.
The current menu is broken down into four sections.

1. Starters – snacks, dips, shared platters, breads, etc.
2. Entrées, salads and light meals
3. Main course
4. Dessert
The menu style is modern Australian with dishes from a wide variety of cuisines, including
Malaysian, Chinese, Thai, Italian and Greek. Some dishes offered during the winter
months are influenced by German and Hungarian cuisines.
Prices range from $10 to $15 for starters, $12 to $18 for entrées, $22 to $35 for main course
and $10 to $15 for desserts. The restaurant has found that customers are resistant to dishes
outside of these price ranges unless they can see value for money, or the dish is rare or
unique.
There are five staff rostered in the kitchen most nights of the week: the chef, two cooks
(two years’ and five years’ experience post-apprenticeship), one second-year
apprentice and a kitchen hand. The following equipment is available in the restaurant
kitchen.
Page 35 of 92
Large equipment Small equipment

• Two ovens • Food processer
• Four open-range stoves-top burners (one is a wok burner) above one and blender
oven • Microwave oven
• One griddle and two open-range stoves-top burners above the second • Slicer
oven • Mincer
• One salamander • Pasta machine
• One double-vat deep fryer
• One combi oven (convection and steam)
• One 20 litre floor-mounted planetary mixer
• Walk-in cool room, dry store area and large double-door freezer
• Hot bain-marie with under-display plate warmer
• Cold bain-marie with under-display refrigeration cabinet
Page 36 of 92
Task 2.1 Develop a seasonal à la carte menu

1. Brainstorm or research a range of ideas for your menu. Make sure you include at least
one seasonal dish.
2. Develop a rough draft of your menu.
3. Use the TEMPLATE 1-Menu Checklists, given by your assessor to complete the task and
assess the feasibility of at least six dishes by completing the Feasibility checklist.
Choose dishes from a variety of courses within the menu.
4. Assess the culinary and nutritional balance for each dish evaluated in the previous
task and complete the Culinary and nutritional balance checklist using the TEMPLATE
2
5. Finally, assess the feasibility and balance of the overall menu by completing the Menu
evaluation checklist TEMPLATE 3
6. Modify your draft menu (if necessary) to overcome any issues identified when
checking feasibility and balance.
7. Prepare, cook, and present at least two dishes on your draft menu. You can use two
dishes from your feasibility study list if you wish. You do not have to prepare dishes
personally; other members of the culinary team can do so under your direct
supervision.
8. Discuss the merits of each dish with relevant personnel, such as colleagues, service or
culinary staff, supervisors, and managers. Please attach photos of finished dishes.
9. Ask members of the evaluation panel to complete an evaluation feedback form

(TEMPLATE 4) for all dishes presented to the evaluation panel. Photocopy the
evaluation form provided as many times as necessary.
10. Discuss your draft menu and the results of your feasibility and dish evaluation testing
with relevant personnel and/or your trainer. Ensure you gain approval for your
proposed menu before continuing with Task 3.
11. Attach copies the following documents to your completed assessment.

a. Menu or dish research and evaluation information.
b. Draft menu.
c. A minimum of two evaluation feedback forms completed by participants
in the evaluation process.
12. Information, recipes, and your draft menu will be required to complete Task 3.
13. Submit all completed checklists, tables, evaluation forms, photos, documents and
required tasks for Task 2 to your assessor at the completion of Project-Part 1.
Page 37 of 92
TEMPLATE 1- Menu checklist template
Dish name 1: Dish name 2: Dish name 3:

Feasibility criteria Yes / no & comments Yes / no & comments Yes / no & comments
Does the dish match
the organisation’s
menu type, service
style and cuisine?
Is the dish suitable for

customer profile?
Is the dish unique to

create an edge over
competitors?
Does the dish match

kitchen staff skill levels?
Is there adequate
small and large
equipment?
Are key ingredients

seasonally available?
Page 38 of 92
Feasibility checklist (continued)
Dish name 4: Dish name 5: Dish name 6:
Feasibility criteria Yes / no & comments Yes / no & comments Yes / no & comments
Does the dish match the
organisation’s menu
type, service style and
cuisine?
Is the dish suitable for

customer profile?
Is the dish unique to

create an edge over
competitors?
Does the dish match

kitchen staff skill levels?
Is there adequate small

and large equipment?
Are key ingredients

seasonally available?
Page 39 of 92
TEMPLATE 2 - Culinary and nutritional balance checklist
Main Cooking
Dish name Colour Flavour Texture Size & shape Temperature
ingredient(s) method(s)
Page 40 of 92
TEMPLATE 3- Menu evaluation checklist
Feasibility criteria Evaluation notes

Does the menu match the
organisation’s menu type,
service style and cuisine?
Does the menu match

customer preferences
according to sales data and
customer profile?
Is the menu unique to create

an edge over competitors?
Is there an adequate number

of kitchen staff to prepare and
produce menu during peak
service periods?
Do kitchen staff have

appropriate knowledge and
skills to prepare and produce
menu items?
Is there adequate small and

large equipment to meet
demand for menu items during
peak service periods?
Are there a variety of cooking

methods used to distribute the
load across available
equipment?
Are there a variety of fresh,

high-quality ingredients across
dishes and the menu to give
nutritional balance?
Are there a variety of

alternatives on the menu to
meet dietary and nutritional
requests?
Page 41 of 92
TEMPLATE 4- Dish evaluation feedback form 1
Menu: Evaluation panel member name: Date:
Evaluation Dish name: Dish name:

criteria
Comments Comments
Visual
presentation
Taste
Texture
Temperature
Cooking
method /
time
Portion size
Meets
organisational
standards
Suitability to
customer
profile
Page 42 of 92
TEMPLATE 4- Dish evaluation feedback form 2
Menu: Evaluation panel member name: Date:
Evaluation Dish name: Dish name:

criteria
Comments Comments
Visual
presentation
Taste
Texture
Temperature
Cooking
method /
time
Portion size
Meets
organisational
standards
Suitability to
customer
profile
Page 43 of 92
Task 2.2: Written report
List the issues you identify when

checking feasibility of your dishes
List the issues you identify when

checking the culinary and nutritional
balance of your dishes and menu
List what dishes (if any) had to be

modified or changed because of
your evaluation process
Briefly explain how this menu meets

the preferences of your customer
profile.
List the seasonal dishes you have

included in your menu. Explain why
they are suitable for a winter menu
What dishes on your menu originate

from other cuisines or cultures? List
the dishes and their cuisine, country
or culture of origin
Summaries the responses and

feedback obtained from your
evaluation panel. Include positive,
negative and constructive
comments made about dishes and
the menu by panel members.
Page 44 of 92
What changes did you make to the

menu and selected dishes based on
their feedback and comments?
Task 3: Cost menu and written report

Task 3.1
1. Itemise the components of all dishes on your à la carte menu. They can be listed
manually or using computer technology such as spreadsheet software.
2. Research the costs for all components to enable, you to determine costs and selling
prices. Information can be obtained from your workplace or training organisation’s
purchasing staff or organisational purchasing documentation, by contacting
suppliers directly or using your internet search engine.
3. Calculate portion yields for all raw ingredients for all dishes on your à la carte menu.
• Use TEMPLATE 5 – Recipe Costing, given by your assessor to complete this task,
and manually calculate the portion yields and costs of raw ingredients for at
least one dish. Alternatively, you can use your workplace or training
environment’s standard format. Show the formulas used, your calculations and
results for each component of the dish.
• All other dishes on the menu can be calculated manually or using computer
technology such as spreadsheet software.
• Use the TEMPLATE 6- Raw ingredient yield test percentages table given by your
assessor or your workplace or training organisation’s standardised yield test
percentages when calculating costs for all raw ingredients. If yield percentage
is not available, use most similar ingredient percentage.
4. Calculate the total cost per portion for all dishes on your menu. Remember to include
costs for all components of a dish.
5. Determine selling prices for all menu items.

1. If developing a menu for your workplace or training organisation, use their mark-up,
standard food cost percentages (SFC%) or profit margins to determine the selling
price.
2. Ashton’s SFC% ranges are 25 to 30% on starters and entrées, 30 to 35% on main
courses, 15 to 20% on fruit-based desserts and 27 to 32% on all other desserts.
3. Calculate the menu price for one menu item manually, showing all formulas,
calculations, and results.
4. All other menu items can be calculated manually or using computer technology
such as spreadsheet software. Show how the menu price changes depending on
the SFC% used.
6. Print out all calculations completed using computer software packages (for example,
spreadsheets).
Page 45 of 92
7. Your menu and the results of your pricing calculations will be required to complete
Task 4.
8. Attach copies of the following documents to your assessment.

• Your itemised recipe components list.
• A sample of documents or research used to provide purchase costs for recipe
components.
• All documents containing manual and computerised yield, cost and selling price
calculations to your assessor at the completion of Project -Part 1
TEMPLATE 5- Recipe costing
Formulas (add formulas used in space provided)
Recipe costings
Recipe / menu item:

Ingredients Qty Unit Purchase unit Purchase Cost
unit price Yield % Total cost
Total cost of recipe $
Portion cost $
Page 46 of 92
TEMPLATE 6- Raw ingredient yield test percentages
Yield Yield Yield

Ingredient Ingredient Ingredient
% % %
Fruit Vegetables Vegetables
Apples 76 Artichokes 48 Parsnip 85
Apricots 94 Asparagus 56 Potato 81

Beans, green
Avocado 75 88 Shallots 89
round
Beetroot, no
Bananas 68 76 Squash 81
tops
Berries 92 Broccoli 61 Zucchini 95
Cantaloupe,
50 Brussels sprouts 74 Meat
whole
Beef, steak,
Cabbage, boneless, 1 cm
Citrus fruits 72 79 76
savoy fat (grill, fry, stir
fry)
Beef, whole, rib in
Coconut, whole 53 Carrots, no tops 65 62
(roast)
Beef, whole,
Grapefruit 68 Capsicum 82 82
boneless (roast)
Grapes, Beef, sliced,
94 Cauliflower 45 76
seedless boneless (braise)
Pears 78 Celery 75 Chicken, whole 62
Chicken portions,
Pineapple 52 Cucumber 95 67
bone in
Rhubarb, no Chicken breast,
86 Eggplant 81 96
leaves boneless
Chicken thigh,
Stone fruit 80 Garlic, bulbs 87 89
boneless
Strawberries 87 Leek 58 Other
Lettuce,
endive, kale, 74 Bacon, sliced 67
spinach, etc.
Mushrooms 97 Bacon, short cut 82
Salami and cured
Onion 89 94
sausages
Peas, in shell 38
Page 47 of 92
• Complete the following report
Menu items within current Menu items NOT within

price range current price range
Assess the cost-

effectiveness of your
menu items. Which items
are within the price ranges
for current menu courses?
Which items are not?
Choose one dish that is

not within the current
menu price range.
Describe any changes you
can make to the recipe
and its ingredients to
ensure the dish’s selling
price is within the
business’s current price
range while still maximising
profitability
Page 48 of 92
Which dish is the least

profitable on your menu?
Why is it the least
profitable?
List the four most profitable

dishes on your menu.
Page 49 of 92
Task 4: Write menu content and written report
Instructions to complete Task 4.1
1. Complete all tasks.

2. Write menu content for all dishes on your menu.
3. Make sure your menu content:
ois descriptive and creatively expressed
oappeals to the customer base
ofits business’s service style
opromotes sales
ouses correct names or terminology for styles of cuisine, dishes, cooking
methods and ingredients.
4. Use computer technology to format your menu so it is presentable to customers
and meets organisational standards.
5. Print out the menu and attach to your assessment.
6. Submit all written reports, research, documentation, manual calculations,
printouts, draft and completed menus required in Tasks 1, 2, 3 and 4 to your
assessor together with this Project-Part1.
Task 4.2 Written report
Describe how you will present

the menu to customers, for
example, folders, covers,
boards or binding. Include
details of colour schemes,
pictures, icons, logos, symbols
and other decorative items.
Explain why you think this

method of presentation is
appropriate for the style of
menu and restaurant.
Page 50 of 92
Task 5: Prepare and cost a table d’hote menu
1. Develop a table d’hote menu for your workplace, training organisation or the Ashton’s
restaurant scenario provided in Task 2.
2. The table d’hote menu should include three choices within each course.
3. The table d’hote menu can be developed using menu items from the à la carte menu
developed, costed, and written for Tasks 2, 3 and 4.
4. Alternatively, you can develop a menu using new recipes. All new recipes must be
costed using the same formulas and techniques used to cost the à la carte menu in
Task 3. Descriptions for each menu item must be written following the menu content
parameters outlined in Task 4.
5. The menu should meet the following parameters.

5. Include a balanced variety of dishes.
6. Include at least one vegetarian option in each course.
7. A maximum SFC% of 30% for the overall menu.
6. Determine a selling price for the menu. The menu should be priced between $45 to
$60.
7. Use computer technology to format your menu. The table d’hote menu must meet the
following criteria.
• Able to be inserted into the à la carte menu.
• Selling price for the menu clearly displayed.
• Presentable to customers and meets organisational standards.
8. Print out the menu and attach to your assessment.
9. Submit any research or documentation, all manual or computerised calculations, and

the draft and completed table d’hote menu to your assessor.
Page 51 of 92
Learner task checklist
• To be completed by the learner.
• This is a tool to assist you when submitting your assessment tasks.
Have you
completed
You must complete the following tasks for this assessment this task?
Yes No
Task 1: Identify customer profile
Responded to all questions
Task 2: Develop a seasonal à la carte menu
Task 2.1
Research and develop a draft menu.
Complete the feasibility checklist for at least six dishes on the draft menu
using TEMPLATE 1- Menu checklists or your own template.
Complete the culinary and nutritional balance checklist (USING

TEMPLATE 2) for the selected six dishes using Project Task 2.1 Menu
checklists or your own template.
Complete a menu evaluation checklist (USING TEMPLATE 3) for the full

draft menu using Project Task 2.1 Menu checklists or your own template.
Establish an evaluation panel and evaluate at least two dishes from the
menu.
Obtain completed evaluation forms (TEMPLATE 4) from at least two

members of the evaluation panel for all dishes presented to the panel.
Attach copies of the following documents to your assessment.

1. Menu or dish research and evaluation information.
2. Draft menu.
3. A minimum of two evaluation feedback forms completed
by participants during the evaluation process.
Page 52 of 92
Have you
completed
Yes No
Task 2.2
• Written report
Task 3: Cost menu

Task 3.1
Manually calculate the portion yields and costs of raw ingredients for at
least one dish. Submit Project Task 3.1 Recipe costings table. (TEMPLATE
5)
Calculate the portion yields and costs of raw ingredients for all other
dishes manually or using computer technology.
Calculate the total cost per portion for all dishes on your menu.
Remember to include costs for all components of a dish.
Determine selling prices for all menu items.
Task 3.2
• Respond to all questions.

An itemised recipe components list.
A sample of documents or research used to provide purchase costs for
recipe components.
All documents containing manual and computerised yield, costs and
selling price calculations.
Task 4: Write menu content
Task 4.1
Write menu content for all menu items.
Format and print menu with all prices that meets required standards.
Page 53 of 92
Have you
completed
Yes No
Task 4.2
Written report
Task 5: Prepare and cost a table d’hote menu
Develop a table d’hote menu.
Determine selling price for the menu.
Submit any research or documentation, all manual or computerised

calculations, and the draft and completed table d’hote menu to your
assessor
Page 54 of 92
To be completed by the assessor.
Marking guide -Project – Part 1
Did the learner successfully Satisfactory If not satisfactory please comment

demonstrate evidence of their
ability to do the following? Yes No
Identified current customer profile

for the food business using  
organisation-specific information.
Analysed food preferences of

customer base using organisation-  
specific information.
Identified organisational service

 
style and cuisine.
Identified and evaluated food

preferences of customer groups
 
with differing characteristics and
used it to inform menu planning.
Generated a range of ideas for
menus for dishes or food
production ranges, assessed their  
merits, and discussed with relevant
personnel.
Chose menu items to meet
customer preferences, availability
 
of seasonal products, and
appropriateness to food outlet.
Developed a seasonal à la carte

menu that uses different dishes or  
food production ranges.
Included balanced variety of

dishes or food production items for  
the style of service and cuisine.
Itemised proposed components of

included dishes or food  
production items.
Calculated portion yields and

costs from raw ingredients using
 
both manual and computerised
techniques.
Page 55 of 92

Assessed the cost-effectiveness of
proposed dishes or food
 
production items and chose menu
items that provide high yield.
Priced menu items to ensure

 
maximum profitability.
Wrote menus creatively using

words that appeal to customer
 
base and fit with the business
service style.
Used correct names for style of

 
cuisine.
Used descriptive writing to

 
promote sale of menu items.
Listened to feedback from

colleagues and customers and
 
asked questions to inform menu
choices.
Page 56 of 92
1. This assessment requires you to plan, cost and write a degustation set menu, an ethnic
buffet menu, and cyclical menu
2. This assessment consists of 4 tasks. Student must complete these tasks
a. Task1- Develop and cost a degustation set menu and written report
b. Task 2- Develop and cost an ethnic buffet menu
c. Task3- Develop and cost a cyclical menu
3. To achieve satisfactory in this assessment, you must satisfactorily complete all the skills
listed in the marking guide.
5. You could complete with assessment in computer lab, classroom based, simulated
industry environment or self-paced.
instructions given in the task. (Eg. MS Excel /MS Word)
7. Your assessor will provide you the soft copies of required templates for this assessment
12. You must use only black or blue pens to complete any document.
13. The additional and specific instructions are listed under each task
Page 57 of 92
INFORMATION TO COMPLETE THE PROJECT-PART 2
1. Complete Tasks 1, 2 and 3 in Project Part 2
2. Develop and cost three menus: buffet, degustation and cyclical.
3. Format and print each of the menus.
4. Determine a selling price for each menu.
5. Answer all the questions.
6. Attach organisational information to this assessment when requested within each

task.
7. Answer all the questions.
8. Use the list in the Learner task checklist provided when submitting your assessments.
Do not submit your work until you have completed all parts of the checklist
Page 58 of 92
Task 1: Develop and cost a degustation set menu and written report
Task 1.1 – Develop and cost a degustation set menu
You work in a conference centre and a large national corporation is holding their annual
management event at your venue soon. The first day is allocated to a full-day board of
directors and executive management meeting. The event organiser has asked for a set
degustation set menu to be served for lunch.
Their brief includes the following requests.
1. Eight to ten courses.
2. At least 70 to 80% of courses to be savoury with the balance sweet, dessert-style

dishes.
3. At least four meat-based dishes in the savoury courses.
4. A consistent theme to the menu – preferably dishes that reflect a style of cuisine or
country.
5. Dishes are not to be heavily spiced, for example, extensive use of hot chillies.
6. Each course is to be served on platters with four portions on each platter. Diners will
serve themselves a portion from the platter.
7. There will be 40 guests for lunch.
8. Research and prepare a degustation menu based on the client’s preferences and
requests.
9. Itemise the components of all dishes in your menu. They can be listed manually or
using computer technology such as spreadsheet software.
10. Research costs for all components to enable you to determine costs and selling
11. Calculate portion yields for all raw ingredients for all dishes on your degustation set
menu.
All dishes on the menu can be calculated manually or using computer technology
such as spreadsheet software.
Use the Raw ingredient yield test percentages table provided in your course files or
your workplace or training organisation’s standardised yield test percentages when
calculating costs for all raw ingredients. If yield percentage is not available, use
most similar ingredient percentage.
Page 59 of 92
13. Determine selling price for the menu. This price will be presented to the event
organiser with the menu for final approval.
The conference centre aims to achieve a SFC% of between 27 to 32%.
All menu items can be calculated manually or using computer technology such as spreadsheet
software. Show how the menu price changes depending on the SFC% used.
14. Prepare a menu for the event. It will be placed on the table above each guest’s
place setting. It must include the name of each dish and a description of the dish. The
description should be appealing and use correct names or terminology for styles of
cuisine, dishes, cooking methods and ingredients listed in the description.

o Your itemised recipe components list.
o All documents containing manual or computerised yield, cost and selling
price calculations to your assessor at the completion of Project – Part 2.
o The final formatted version of your degustation menu.
16. Submit all completed menus, calculations, manual or computer-printed documents

and required tasks for Task 1 to your assessor at the completion of Project – Part 2.
How has the client’s requests and

customer preferences influenced your
menu planning decisions?
What changes did you have to make to

your draft menu and recipes to ensure
you met the conference centre’s SFC%
for buffet menus?
Page 60 of 92
Task 2: Develop and cost an ethnic buffet menu
Day two of the annual management event is a series of seminars, workshops and guest
speakers for all executive and senior management of the corporation. A buffet dinner is
planned for that evening.
Their brief for the ethnic buffet dinner includes the following requests.
• A plated cold entrée to be served at the table. This can be an individually plated
meal or a shared platter.
• Main course and dessert courses served from the buffet.
• A variety of hot and cold options provided for the main course.
• At least one hot vegetarian main course option.
• Dessert can include hot options but is not a mandatory requirement.
The organiser anticipates 250 guests for dinner on tables of ten to 12.
1. Research and prepare an ethnic buffet menu based on the client’s preferences and
requests.
4. Calculate portion yields for all raw ingredients for all dishes on your buffet menu.
Use the ‘Raw ingredient yield test percentages’ table provided in your course files or
6. Determine selling price for the menu. This price will be presented to the event
organiser with the menu for final approval.
The conference centre aims to achieve an overall SFC% of 28% for buffet menus.
All menu items and the overall menu price can be calculated manually or using
computer technology such as spreadsheet software.
Your itemised recipe components list.
All documents containing manual or computerised yield, cost and selling price
calculations to your assessor at the completion of Assessment C.
The final formatted version of your degustation menu.
and required tasks for Task 2 to your assessor at the completion of Project -Part 2.
Page 61 of 92
Task 3: Develop and cost a cyclical menu

Your work in an aged-care facility. You have to prepare a three-week cyclical menu for
the residents for breakfast, lunch and dinner. There are 150 residents in the facility.
Breakfast includes a standardised range of cereals, juices, fruits and toast that are served
every day. You only need to plan for one hot breakfast item. Hot egg-based breakfast
items are limited to a maximum of four times in one weekly cycle. Only 50% of residents
eat the hot breakfast option.
Lunch is the main meal of the day. It consists of one entrée, a choice of two main courses
and one dessert.
Dinner is a lighter meal consisting of an entrée (often soup), a light, snack-style main meal
and a fruit-based dessert. Portion sizes for the dinner main course are smaller than for
lunch.
The following factors must be considered when planning your cyclical menu.
• Menu items must be able to be prepared in bulk.

• The facility has set mealtimes. All meals must be able to be plated and served at that
time.
• Some residents eat in their rooms. These meals are plated first, placed in insulated
covers, arranged on pre-set trays and sent by trolley to their rooms.
• Many residents cannot eat very hard or crunchy items, such as whole nuts.
• Residents tend to eat smaller portion sizes. On average, portions are 20% smaller than
normal. For example, if the standard portion for beef casserole is 250 g, residents are
served a 200 g portion. A recipe that yields ten standard 250 g portions will yield 12.5
200 g portions.
• Menu items must be nutritionally balanced across a day and weekly cycle. Fruit,
vegetables and sources of fibre and calcium are important components in the
residents’ diet.
• To keep costs down, the facility’s management encourages the use of frozen, pre-
prepared or convenience foods, for example, use of powdered soup bases. The
facility has a budget of $18 per day per resident for your menu. The costs for standard
breakfast items (cereals, juices, etc.) are not included in this price. This target does
not have to be achieved on a daily basis as long as it averages out within each week
period of the three-week cycle.
• The facility’s kitchen has limited space and facilities. The following equipment is
available.
Large equipment Small equipment
One commercial oven Food processer and
Four open-range stove-top burners above the oven blender
One salamander Microwave oven
One combi oven (convection and steam) Pots, pans, frypans,
One single-vat deep fryer stockpots, etc.
One bench-mounted planetary mixer
Small walk-in cool room, open shelving dry store area and
single-door freezer
Hot bain-marie with under-display plate warmer
Page 62 of 92
Task 3.1
1. Research and prepare a draft cyclical menu based on resident preferences and the
facility’s requirements. Print this draft to submit later.
suppliers directly or using your internet search engine. Remember to consider
convenience options as a replacement for fresh and raw ingredients.
4. Calculate portion yields for all raw ingredients for all dishes on your cyclical menu.
Use the Raw ingredient yield test percentages table provided in your course files or
costs for all components of a dish and to adjust portion sizes according to residents’
needs.
6. Determine total cost per day for the menu.
All menu items and the overall menu price can be calculated manually or using
computer technology such as spreadsheet software.
7. Revise your menu if necessary, to ensure you meet budgetary constraints.
Recalculate costs for any new or adjusted menu items.
8. Format your cyclical menu in preparation of presentation to the facility manager and
accountant. This menu should include portion costs for each dish and daily costs per
resident.
Your itemised recipe components list.
All documents containing manual or computerised yield, cost and selling price
calculations to your assessor at the completion of Assessment C.
The draft and final formatted version of your cyclical menu.
and required tasks for Task 3 to your assessor at the completion of Project – Part 2.
What items in your initial draft menu did

you have to replace or modify to meet
the budgetary restrictions of the aged-
care facility
Page 63 of 92
• This is a tool to assist you when submitting your assessment tasks.
Have you
completed
Yes No
Task 1.1: Develop and cost a degustation menu
• Research and develop a draft menu.
Calculate the portion yields and costs of raw ingredients for all dishes
manually or using computer technology.
Format and print menu that meets customer and organisational

standards.
Task 1.2
Written report
Page 64 of 92
Have you
completed
Yes No

recipe components.
Formatted menu with menu descriptions.
Task 2: Develop and cost a buffet menu
Format and print menu that meets required standards.
Page 65 of 92
Have you
completed
Yes No
recipe components.
Formatted menu with menu descriptions.
Task 3.1: Develop and cost a cyclical menu
Format and print menu appropriate for presentation to the facility

manager and accountant.
Task 3.2
Written report
o An itemised recipe components list.
Page 66 of 92
Have you
completed
Yes No
o A sample of documents or research used to provide
purchase costs for recipe components.
o All documents containing manual and computerised yield,
costs and selling price calculations.
o Formatted menu with portion and daily costings.
Page 67 of 92
To be completed by the assessor.
Did the learner successfully Satisfactory If not satisfactory please

demonstrate evidence of their ability to comment
do the following? Yes No
Identified and evaluated food
preferences of differing customer bases
and used it to inform menu planning.
Generated a range of ideas for menus for

dishes or food production ranges and
assessed their merits against customer or
client requirements.
Chose menu items to meet customer
preferences, availability of seasonal
products, and appropriateness to food
outlet.
Developed menus that use different dishes
or food production ranges.
Set degustation menu
Buffet menu
Cyclical menu
Included balanced variety of dishes or
food production items for the style of
service and cuisine.
Itemised proposed components of

included dishes or food production items.
Calculated portion yields and costs from

raw ingredients using manual or
computerised techniques.
Assessed the cost-effectiveness of

proposed dishes or food production items
and chose menu items that provide high
yield.
Page 68 of 92
Did the learner successfully Satisfactory If not satisfactory please

demonstrate evidence of their ability to comment
do the following? Yes No
Priced menu items to ensure maximum
profitability using industry or organisational
profit margins, mark-up procedures and
rates.
Compared menu items based on their

anticipated yield, budgetary constraints
and profitability.
Identified unprofitable menu items and

adjusted menus to include high-yield
dishes.
Wrote menus creatively using words that

appeal to customer base and fit with the
business service style.
Used correct names for style of cuisine.
Used descriptive writing to promote sale of

menu items.
Page 69 of 92
1. This assessment requires you to evaluate the success of a menu
2. This assessment consists of following tasks. Student must complete these tasks
a. Task 1.1-Obtain feedback on menus developed

b. Task 1.2-Evaluate success of menus
c. Task 1.3-Written report
3. To achieve satisfactory in this assessment, you must satisfactorily complete all the
skills listed in the marking guide.
5. You could complete with assessment in computer lab, classroom based,

simulated industry environment or self-paced.
instructions given in the task. (Eg. MS Excel /MS Word)
7. Your assessor will provide you the soft copies of required templates for this
assessment
8. Recommended font sizes of the document should range between 10 and 14 and
font type should be as Calibri, Arial, Times New Roman or Tahoma
11. Ask your assessor, if you do not understand a question. Your assessor cannot tell
you the answer he/she may be able to re-word the question for you
12. You must use only black or blue pens to complete any document
13. . The additional and specific instructions are listed under each task
Page 70 of 92
Task 1: Obtain feedback on menus and written report
Task 1.1
1. Obtain feedback on menus you have developed for your workplace or training
organisation. You must seek feedback from at least two sources. Sources include
the following.
• Customer satisfaction discussions with:
o customers
o employees during each business day.
• Customer surveys.
Improvements suggested by:
o customers
o managers
o peers
o staff
o supervisors
o suppliers.
Regular staff meetings that involve menu discussions.
Seeking staff suggestions for menu items.
Document the results of your feedback.
Take minutes or record formal meeting discussions.
Collate and summarise customer survey results.
Document verbal feedback obtained through informal discussions with
customers, managers, supervisors, staff, peers or suppliers.
Task 1.2
Evaluate the success of menu items by evaluating sales data. Sources include the
following.
Manual customer accounts, kitchen order dockets or waiters’ dockets.
Computerised customer order forms.
Computerised reports such as service period or daily sales figures for menu items.
Compare sales data indicating the performance of menu items against customer and
other feedback information.
Identify any changes required to be made to the menu or individual menu items based
on feedback and sales data.
Submit the following documentation (where applicable) with your assessment.

Summaries of customer survey results.
Summaries of formal and informal discussions, including meetings and verbal
discussions.
Summaries of sales data for the menu and menu items, for example, daily or
weekly summary reports, or X/Z reads from cash registers or POS systems.
Page 71 of 92
Why is it important to seek

feedback and evaluate the
success of a menu and
individual menu items
Which menu items regularly
record the highest number of
sales
Do these items also regularly
receive positive feedback
and customer satisfaction
ratings from customers?
Why/why not?
Are your highest-selling menu
items the most profitable items
on your menu?
Are the menu items you obtain
the most positive feedback
about from customers the
most profitable items on your
menu?
If you answered yes to both
above 2 highlighted contents
briefly discuss how this impacts
the food outlet’s overall
profitability.
If you answered no to both,
above highlighted contents
briefly discuss how this impacts
the food outlet’s overall
profitability
What menu items regularly
record the lowest number of
sales?
Do these items receive positive
or negative feedback and
comments from customers?
Briefly summarize the type of
feedback obtained.
Are your lowest-selling menu
items the most profitable or
least profitable items on your
menu?
Are the menu items you obtain

the most negative feedback
about from customers the
most profitable or least
Page 72 of 92
profitable items on your

menu?
Response can be most profitable or
least profitable. Explanation of
response is not required.
If you answered most

profitable to both Q4 and Q5,
briefly discuss how you think
you can increase the
popularity of this dish to
increase sales and therefore
revenue.
If you answered least
profitable to both Q4 and Q5,
briefly discuss how you can
adjust the menu or menu
item(s) to improve popularity,
sales and customer
satisfaction.
Page 73 of 92
This is a tool to assist you when submitting your assessment tasks
Have you
completed
Yes No
Written reports
Submit the following documentation (where applicable) with your

assessment.
Summaries of customer survey results.

Summaries of formal and informal discussions, including meetings and
verbal discussions.
Summaries of sales data for the menu and menu items, for example,
daily or weekly summary reports, or X/Z reads from cash registers or
POS systems.
Page 74 of 92
. To be completed by the assessor.

Seeks ongoing feedback from at

least two sources, including  
customers and others.
Uses the information from

feedback to improve menu  
performance.
Assesses the success of menus

against customer satisfaction and  
sales data.
Adjusts menus based on feedback

 
and profitability.
Page 75 of 92
Appendix1- Supplementary documents required to

complete the assessment
Your assessor will provide you following documents to be use in project
➢ preferred TIV Kitchen restaurant supplier list
➢ purchase specifications
➢ price lists
➢
product information:
➢ food preparation lists
➢ TIV Kitchen restaurant Menus
➢ recipes
➢ costs of food supply for food service businesses
➢ menus for the variety of cuisines and service styles specified in the performance
evidence.
Page 76 of 92

Student Detail
Student Id:
Student Name:
Group No:
Assessment Details
Unit of Competency SITXHKOP002 Plan and cost basic menus
Assessment Method Written Test
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
checks
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................
Page 77 of 92
Page 78 of 92
Assessment Method 3: Written Test

Instructions for students:
• In this written test there are four sections. You must Satisfactory answer to all the
questions, given in this assessment to be deemed satisfactory for the assessment.
• It is recommended to spend 2 hours to complete the written test
• This assessment will be conducted in the TIV classroom. You could complete the
assessment outside the campus. In this case you must confirm to the assessor,
that you have access to the above resources.
• This written test is open book. However, you must list the reference sources that
you referred to complete this assessment.
• List the reference sources in the space given at the end of the assessment.
• You must complete the Assessment cover sheet – Student detail section.
• Trainer/Assessor will inform you the submission date.
• Submit the assessment with completed assessment coversheet
• Use must use only BLUE OR BLACK PEN to complete this assessment task including
to complete the assessment cover sheets
• Your HANDWRITING must be clear to read and understand by a third party. If
not, your assessor will mark the assessment as “Not Satisfactory”
Resources required:
• Computer with internet connection to refer to various resources.
• Didasko Learner Guide- Unit – SITXHKOP002 Plan and cost basic menus
• Student Guide and a pen (organized by the student).

- Ensure you have access to all resources listed above, either printed copies or
access via the internet
Recommended time to complete the assessment: 2 hours
- You are required to submit a completed written test.
- You must submit the hard copy of the assessment. If you unable to submit the hard
copy must discuss and agree the format with the assessor prior to the deadline
- Your assessor will record the assessment outcome on the assessment cover sheet.
Page 79 of 92
SECTION 1: IDENTIFY CUSTOMER PREFERENCES
1. List three sources from which you might obtain information on your organisation’s customer
profile and food preferences.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
2. What is your (imaginary) business’s current customer profile?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Analyse last month’s entree sales data from a restaurant in the inner city.
Week ending Seared Deep fried Grilled prawns Ceviche

scallops calamari
9/11/20xx 430 134 334 355
16/11/20xx 511 112 323 367
23/11/20xx 535 98 339 354
30/11/20xx 544 102 328 365
Total 2020 446 1324 1441
Use the sales data to calculate the popularity index for each of the entrees. Round your
answer up or down to the closest two decimal places.
Seared scallops __________________________________________________________

Deep fried calamari _______________________________________________________
Grilled prawns ___________________________________________________________
Ceviche ________________________________________________________________
Page 80 of 92
4. Based on your sales data analysis of customers’ food preferences in the last question, which
of the restaurant’s entrees would you replace?
_______________________________________________________________________
_______________________________________________________________________
Read the restaurant’s customer profile:
Our customers are health conscious female executives between 25 and 35 years of age who
work in the inner city on an income of over $100 000 per year.
Based on this profile and their food preferences from the sales data earlier, answer questions 5,
6 and 7.
5. Which entree would you add to adjust the entree selections to better meet your customers’
needs?
(a) Beer battered fish fingers smothered in tartare sauce and garnished with onion rings.
(b) Gumbo of fresh prawns, spicy sausage and succulent chicken breast smothered in
rich Cajun sauce on a bed of steamed rice.
(c) Gravlax of Atlantic salmon on a bed of fresh mesclun leaves drizzled with
pomegranate balsamic dressing.
6. Which of the following main courses would deliver the highest yield while at the same time
meeting your customers’ preferences?
(a) Surf and turf
Sirloin steak cooked to order accompanied by beer-battered prawns and potato
wedges.
(b) Veggie delight
Goat’s cheese tortellini, date purée, brown butter almonds and broccolini (V)
(c) King prawn butterflies
Off-the-shell king prawns lightly spiced, battered and deep fried to a crispy finish
accompanied by steamed cauliflower and broccoli smothered in rich cheese sauce
7. Identify the restaurant’s organisational service style and cuisine.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 81 of 92
SECTION 2: PLAN MENUS
1. What type of menu would suit a wedding reception?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. What type of menu would suit a prison?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. What type of menu would suit a fast food restaurant which serves Mexican cuisine?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. You’ve generated a range of ideas for menus for dishes or food production ranges. Explain
the six steps you would take next to coordinate the menu development process.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
v. __________________________________________________________________
Page 82 of 92
5. You must ensure there aren’t any organisational constraints or other factors that could stop
you from producing the dishes profitably and to high standard.
Identify six factors to consider when assessing the merits of your dishes.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
vi. __________________________________________________________________
6. List the four factors you can vary to achieve culinary balance in your dishes or food
production items.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
7. Identify four ways you can achieve nutritional balance in your dishes or food production
items.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
8. Identify three people you can consult with at different stages of menu planning.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
Page 83 of 92
SECTION 3: COST MENUS
1. List the five steps you would take to cost your menus.
Step1: _________________________________________________________________
Step2: _________________________________________________________________
Step3: _________________________________________________________________
Step4: _________________________________________________________________
Step5: _________________________________________________________________
2. Identify eight proposed components you’d need to itemise to cost dishes or food production
items.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
vi. __________________________________________________________________
vii. __________________________________________________________________
viii. __________________________________________________________________
3. State what documents you can use to identify the purchase price or cost per unit of each
ingredient.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 84 of 92
4. List the three standard measurements you would use when itemising ingredients and
calculating portion yields and/or costs from raw ingredients. Provide an example of each
one.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
5. You buy 10 kg carrots. After washing, peeling and trimming them you have 9 kg left.
Calculate the yield % of the carrots. State the formula you used. Show how you arrived at
this figure.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Use this information to answer questions 6, 7 and 8 regarding the butcher’s yield test on chicken.
As Purchased Quantity (APQ) 10 kg
Edible Portion Quantity (EPQ) 6 kg
Usable trim weight 2.5 kg
Waste trim weight 1.5 kg
6. Calculate the yield % of the chicken. State the formula you used. Show how you arrived at
this figure.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 85 of 92
7. Calculate the usable trim % of the chicken. State the formula you used. Show how you
arrived at this figure.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8. Calculate the waste % of the chicken. State the formula you used. Show how you arrived
at this figure.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 86 of 92
9. Use the information below to calculate the actual cost of the asparagus.
State the three formulas you used and the steps you took to arrive at this cost.
Ingredients Qty Unit Purchase Purchase unit Cost

unit price Yield Total cost
Asparagus 150 g 1 kg $5.95 75% $_______
Formulas:
10. Calculate the profitable selling price of a dish with a food cost per portion of $7.22 and a
standard food cost percentage of 28%.
State the formula you used. Show how you arrived at this price. Round your answer up to
two decimal places.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Assess the cost effectiveness of these dishes. Use the table to answer questions 11 and 12.
Dish name Section Portion Food cost Food Raw selling Adjusted
size /portion cost % price selling price
Orange cake Pâtissier Dessert $1.58 17% $9.29 $9.50
Profiteroles Pâtissier Dessert $3.08 32% $9.62 $9.75
Brandy snap Pâtissier Dessert $2.11 22% $9.59 $9.50
11. Which provides the highest yield, is marked up the most, and is the most profitable?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 87 of 92
_______________________________________________________________________
_______________________________________________________________________
12. Identify the least profitable menu item.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
13. List three ways you can get the necessary technological skills to calculate yield and costs
from raw ingredients using computers and software programs.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
Page 88 of 92
SECTION 4: WRITE MENU CONTENT
1. Use your creativity to promote sales.

Rewrite this dish description using words that better appeal to well-travelled baby
boomers with high buying power in a fine dining restaurant.
Be sure to include geographical descriptors and a style of cuisine.
Grilled fillet of snapper with lemon butter sauce and seasonal vegetables
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. You’re promoting the sale of a new spinach and ricotta lasagne. List seven dish
characteristics you could use in the menu description to promote sales. Provide an example
of each one.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
vi. __________________________________________________________________
vii. __________________________________________________________________
3. Describe the difference in formatting between a three-course table d’hote menu listed by
title only and an à la carte style listed by title and description.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Identify the typical characteristics of menus to keep in mind when writing menu content and
formatting your menu.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 89 of 92
5. Seasonal products and commodities influence menu content. Explain how to deal with this.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. Identify two ways you can use technology to help you write menu content.
i. __________________________________________________________________
ii. __________________________________________________________________
Page 90 of 92
SECTION 5: EVALUATE MENU SUCCESS
1. Identify four ways you can get ongoing feedback from customers and others to improve
menu performance.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
2. List three ways you can assess the success and popularity of menu items.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
3. Describe what a ‘customer survey’ is and how it can help you.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Explain three ways you could adjust menus based on feedback and profitability.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. ______________________________________________________________________
Page 91 of 92
List of reference resources
Page 92 of 92

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SITHKOP002-PLAN AND COST BASIC MENUS

Plan and cost basic menus.

Student Assessment Guide

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

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SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

ASSESSMENT RECEIPT FORM

Student Signature: Date:

ASSESSMENT RECEIVED BY TIV Staff

================================= Tear Here ===========================

Unit Code & Description: SITHKOP002-PLAN AND COST BASIC MENUS

TIV Staff Name: Student ID:

Signature: Student Signature:

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

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SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Competency Record Sheet:

To be fill by the Student

Assessor Use Only First attempt Re-Submission Late Submission

Unit Outcome:  Competent  Not Yet Competent

Student’s Signature: Assessor’s Signature:

Name: Signature Date

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

This page is intentionally left blank

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

ABOUT THIS BOOKLET

The Student Guide contains two (2) parts:

PART 1: Assessments information:

• Application of the unit of competency

PART 2: Assessment Methods and Tasks:

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Application of the unit of competency:

No occupational licensing, certification or specific legislative requirements apply to this

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Balanced variety must relate to different: colours

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Demonstrated knowledge required to complete the tasks outlined in elements and

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Context and conditions for assessments:

- Computers with access to internet and printers

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Assessment Assessment description Due date Location of

This is project will be completed in class

In this assessment, there are questions

Outline of evidence to be collected:

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

• Completed knowledge test and submit to your assessor.

• Evaluated success of the above menus by obtaining at least

• Completed written test and submit to your assessor.

Administration, recording and reporting requirements:

The assessments are intended to be equitable, fair and flexible.

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

Recording an assessment result:

For unit of competency:

For assessment methods:

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

marked as Not Satisfactory.

Student access to records:

Reasonable adjustments and special learning needs:

Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record

SITHKOP002 Student Guide Version: 2.2 Date Created: July 2017

d. Be reasonable to expect in a workplace.

Reasonable adjustment may consist of:

Complaints and appeals: