23 - SITHKOP002 Student Version

Student Name:
Student ID:
Assessment Summary
Unit Details SITHKOP002–Plan and cost basic menus
This is a summative assessment, which requires

Assessment Type each student to have adequate practice prior
to undertaking this assessment
Assessment 1 Written Task
Assessment Methods Assessment 2 Project& Role-play
Assessment 3 Project& Role-play
Version: 4.0 Acumen Education Pty Ltd © Page 1 of 68

Assessment Tool| SITHKOP002
Contents
Assessment information................................................................................................. 4
Purpose........................................................................................................................ 4
Unit description ......................................................................................................... 4
Key competencies ................................................................................................... 4
Foundation skills ........................................................................................................ 4
Performance evidence .......................................................................................... 5
Knowledge evidence ............................................................................................. 6
Assessment Conditions............................................................................................ 6
Pre-requisites .............................................................................................................. 7
Terminology used ..................................................................................................... 7
Completing the assessments/Expectations ...................................................... 7
Assessment ................................................................................................................. 7
Summary of assessment methods and tasks .................................................... 7
Instructions: ................................................................................................................. 8
Required resources .................................................................................................. 8
Reasonable adjustment ......................................................................................... 8
Plagiarism policy ....................................................................................................... 9
Academic appeals ................................................................................................. 9
Reassessment process.......................................................................................... 10
Assessment records ............................................................................................... 10
Declaration ............................................................................................................. 10
Assessment submissions and contact details ................................................ 11
Assessment 1 – Written Questions............................................................................................ 14
Instructions for Students ....................................................................................... 14
Assessment 2 – Project ................................................................................................ 42
Resources required for assessment .................................................................. 43
Part A – Research customer profile ........................................................................................ 45
Performance Checklist and Assessment Outcome - Assessment 2, Part A46
Part B – Draft menus .................................................................................................................... 47
Performance Checklist and Assessment Outcome - Assessment 2, Part B50
Part C – Role play: Discuss and finalise menu items .......................................................... 51
Role Play Observation Checklist and Assessment Outcome – Assessment 2, Part C 52
Part D – Prepare content of menus ........................................................................................ 54

Performance Checklist and Assessment Outcome - Assessment 2, Part D 55

Part E – Role play: seek customer feedback ....................................................................... 56
Role Play Observation Checklist and Assessment Outcome – Assessment 2, Part E 57
Part F – Evaluate menu sales .................................................................................................... 59
Assessment 3 – Project ................................................................................................ 60
Part A – Draft menus ................................................................................................................... 61
Performance Checklist and Assessment Outcome - Assessment 3, Part A62
Part B – Role play: Discuss and finalise menu items ........................................................... 63
Role Play Observation Checklist and Assessment Outcome – Assessment 3, Part B 64
Part C – Prepare menu............................................................................................................... 65
Performance Checklist and Assessment Outcome - Assessment 3, Part C 66
Part D – Revise menu based on customer feedback ....................................................... 67
Performance Checklist and Assessment Outcome - Assessment 3, Part D 68

Assessment information
Purpose This document represents the main assessment instrument for the unit of
competency SITHKOP002– Plan and cost basic menus
Unit description 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.
It does not cover the specialist skills used by senior catering managers and
chefs to design and cost complex menus after researching market
preferences and trends. Those skills are covered in SITHKOP007 Design and
cost menus.
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.
No occupational licensing, certification or specific legislative requirements

apply to this unit at the time of publication.
Key 1. Identify customer preferences
competencies 2. Plan menus
3. Cost menus
4. Write menu content
5. Evaluate menu success
Foundation skills Writing skills to: Prepare menus and product descriptions to creatively
explain menu dishes and promote sales.
Oral Listen and respond to routine customer feedback, and
communication ask questions that inform menu choice.
skills to:
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 Evaluate the food service preferences of the customer
skills to: 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
organising skills to: planning and for coordinating a menu development
process.
Technology skills Use computers and software programs to cost and
to: document menus.
Performance Evidence of the ability to:
evidence  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
o improvements suggested by:
 customers
 managers
 peers
 staff
 supervisors
 suppliers
o regular staff meetings that involve menu discussions
o 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
o methods and formulas for calculating portion yields and costs from
raw ingredients
o methods for responding to feedback and adjusting menus
o methods for achieving desired profit margins, mark-up procedures
and rates
o use of different types and styles of menus for dishes or food
production ranges

Knowledge  organisation-specific information:

evidence 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
Assessment Skills must be demonstrated in the workplace. This can be:
Conditions  an industry workplace
 a simulated industry environment or activity
Assessment must ensure access to:
 commercial information:
o preferred supplier arrangements
o purchase specifications
o sources of negotiated cost of supply:
 tariffs
 price lists
 product information:
o food preparation lists

o menus for restaurants
o price lists
o recipes
o costs of food supply for food service businesses
o menus for the variety of cuisines and service styles specified in the
performance evidence
Assessors must satisfy the Standards for Registered Training Organisations’
requirements for assessors.
Pre-requisites NIL
Terminology The following terms are used in each assessment task to guide the student
used and assessor as to what is expected from each assessment task:
1. Instructions: Provides a brief description about the assessment task and
broadly indicates what the Student is required to do.
2. Conditions of assessment: Outlines the conditions in which the
assessment must be undertaken. In some cases, it will give options for
the student about what to base the assessment task on and whether it is
practical demonstration or project.
3. Description of task/decision making rules: Advises the student and the
assessor of the task description and the criteria that the assessment must
meet in order for a satisfactory result to be awarded.
4. Due Date - the date on which assessment falls due.
Completing the Assessors must ensure that students completely understand the assessment
assessments/Ex process and various assessment tasks before undertaking the assessments.
pectations This assessment tool is structured in a way that each assessment task clearly
outlines the:
• Instructions for completing the assessment task;
• Conditions in which the assessment must be conducted;
• Evidence that must be presented by the student; and
• Decision-making rules by which the evidence will be judged.
Every assessment task will require satisfactory completion in order for

students to be deemed Competent. The students will need to adhere to
any guidelines on length of answers required where stipulated. Please note,
a paragraph is three or more sentences.
Assessment Each assessment task has a section for the assessor recording the
assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS).
Once the student satisfactorily completes all assessment tasks, the assessor
will complete the assessment summary cover sheet and record either a
“Competent” (C) or “Not Competent” (NC) outcome.
When awarding any assessment result, assessors must ensure that feedback
for the student is recorded in the spaces provided after each assessment
task and on the record of assessment outcome.
Summary of The assessment methods that are used in this assessment tool are:
assessment
methods and Assessment Method of

Description
tasks Task # Assessment
1 Questions You are required to answer 33 short answer
questions related to this unit.
2 Project 1. Research customer profiles
2. Draft menus
3. Discuss and finalise menus
4. Prepare content of the menus
5. Seek customer feedback
6. Evaluate menu sales
3 Project 1. Draft menus (Cyclical)
2. Discuss and finalise menus
3. Prepare menu
4. Revise menu based on customer
feedback
Instructions: • You can seek clarification regarding the assessment required to be
done
• You can ask for reasonable time from Assessor for preparation of project
or Assessment
• You can seek information on additional reading material and reference
for completion of the assessments
• If you have any special needs, you can seek assistance from Assessors
depending upon the nature of the need.
• You can seek assistance from assessor while using special diagnostic
equipment
• Review the observation checklist/decision making rules to know what is
expected of you. You may refer to the observation checklist for
observation based assessments at any stage prior to the
commencement of your assessment. You must not refer to this checklist
whilst you are being assessed
• Your assessor will also explain to you the observation process prior to the
assessment
Required Each assessment task in this assessment tool outlines specific resources that
resources the student must have access to as part of the assessment process.
Assessors must ensure that students have appropriate access to these
resources before any assessment is conducted.
Reasonable Acumen Education enables reasonable adjustments to be made to
adjustment assessment procedures for students with special needs, such as people with
disabilities or with language or literacy difficulties. Assessing knowledge is
usually assessed through written or oral, short-answer tests where assessors
seek to determine the extent of the student’s knowledge.
Following are some of the examples of adjustments that can be made for
the students:

• Ask questions orally instead of in a written format

• Provide equipment such as text enlargers, image enhancers, and voice
recorders.
• Give the student more time to complete the assessment;, allocate a
different time for completion of the assessment;
• Offer a separate, quiet room.
• Modifying or providing equipment
• Adapting delivery strategies
• Ensuring that course activities are sufficiently flexible, providing
additional support to student where necessary
• Customising resources and activities within the training package or
accredited course
• Monitoring the adjustments to ensure student needs continue to be
met
Plagiarism Acumen education takes a systemic approach to the treatment of
policy plagiarism in academic work. The policy is intended to promote honesty in
learning and assessment and respect for the work of others. Contravention
of this policy will result in students being penalized.
Please read the plagiarism policy available in your student handbook and
to be aware of the consequences and to understand your rights and
responsibilities.
Academic • Where a student wishes to appeal an assessment they are required to
appeals notify their assessor in the first instance. Where appropriate the assessor
may decide to re-assess the student to ensure a fair and equitable
decision is gained. The assessor shall complete a written report
regarding the re-assessment outlining the reasons why assessment was
or was not granted.
• If this is still not to the student’s satisfaction the student shall formally
lodge an appeal by submitting a written letter within one week of
receiving the results using the form 10.1 for Complaints and appeals
outlining the reasons for the appeal. They shall lodge this with student
administrations department and the appeal shall be entered into the
‘complaints and appeals register’.
• The Course coordinator shall be notified and shall seek details from the
assessor involved and any other relevant parties. A decision shall be
made regarding the appeal either indicating the assessment decision
stands or details of a possible re-assessment by another assessor
appointed by Acumen.
The student shall be notified in writing of the outcome with reasons for the
decision. The student shall also be provided the option of activating the
external appeals process if they are not satisfied with the outcome. The
student is required to notify Acumen if they wish to proceed with the
external appeals process.

Reassessment 1. Student will be assessed as being competent only upon satisfactory

process completion of all the assessments in a unit.
2. If a student is not able to demonstrate satisfactory completion of all of
the required assessments of the unit, the result for that unit will be
recorded as Not Competent.
3. If a student has submitted all the tasks and successfully completed
more than 50%* of the assessment tasks for a unit, they will be provided
with specific feedback and invited to re-submit their assessment.
4. If a student has submitted and not successfully completed more than
50%* of the assessment tasks for a unit, they will be required to
undertake the unit again.
5. In the case of re-submission, the following actions shall occur:
• The student must apply for resubmission within one week of the result
is made available to him/her. This means that the student is
responsible to acknowledge that he/she has received the result and
has been deemed NC for the units of competency undertaken.
• Reassessment may need to be arranged every weekend on
Saturday evenings in order to minimize disruption.
6. If a student is assessed as “Not Competent’ after the resubmission, he or
she will be identified as a student-at-risk and an Academic
Performance Improvement (API) Plan will be created during an
Intervention Strategy Meeting between the Acumen’s Operations
Manager, Trainer & Assessor and student. The date for a third
assessment will be nominated by the student in consultation with Trainer
& Assessor, but should be no longer than 1 month from the previous re-
submission date.
7. One re-submission is allowable per unit per student free of cost.
Additional re-submissions will be charged at $200.
If the student remains ‘Not Competent’ after a third re-submission, he or

she will be notified that this result is final and he or she will be unable to
successfully complete the course in which they are enrolled at this point.
* Due to the variance in the amount of work completed for each

assessment task in a unit, 50% will be determined by the number of
assessment tasks submitted as opposed to the amount of evidence
submitted.
Assessment We are required to retain a copy of your assessment and all other
records evidentiary records. If you require a copy of this assessment submission
please be sure to copy it prior to submitting it to us.
Declaration You must sign the student declaration confirming the authenticity of your
submitted work, understanding the requirements to complete the
assessment tasks and that the assessment process including the provisions
for re-submitting and academic appeals were explained to you and that

you understand these processes on the assessment summary cover sheet.

Acumen Education cannot assess any submitted work until the declaration
is received.
Assessment You must submit this completed assessment tool to your trainer on the due
submissions and date. Please feel free to contact us if you have any questions regarding the
contact details assessment process:
Phone: 03 9044 6402/03 84151244

For Assessor Only - ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing
on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed
and attached to this form.
Student
Student Name:
ID No:
Contact
Email:
number:
Unit Code &
SITHKOP002 – Plan and cost basic menus
Title
First Submission  Subsequent submission 
Result
Please attach the following documentation to this form S = Satisfactory
NS = Not Satisfactory
Assessment 1 Written Task S | NS
 Part A - Research S | NS
 Part B – Project S | NS
 Part C – Role Play S | NS

Assessment 2
 Part D – Project S | NS
 Part E – Role Play S | NS
 Part F – Project S | NS
 Part A - Project S | NS
 Part B – Role Play S | NS

Assessment 3
 Part C – Project S | NS
 Part D – Project S | NS
Final Assessment Result for this unit
(Student will be assessed as being
competent only upon satisfactory  Competent  Not Competent (Comments)
completion of all the above mentioned
assessments)
The Evidence provided is:
 Valid  Sufficient  Authentic  Current
Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The assessment
process including the provisions for re-submitting and academic appeals were explained to me and I
understand these processes. I understand the consequences of plagiarism and confirm that this is my

own work and I have acknowledged or referenced all sources of information I have used for the purpose
of this assessment.
Student’s Signature: Date: _______/_______/_______

Final feedback:
Assessor: I declare that I have conducted a fair, valid,

Signature:
reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Date: _______/_______/_______
Administrative use only
Entered onto Student

________________ ________________
Management Database
Date Initials
USE FOR REASSESSMENT ONLY
Assessment Task
No/s
Components
Competent - C Not Competent - NC

Result of Reassessment
(Please circle the Final Assessment Outcome)
Feedback to Student
Please provide general feedback on the Student’s performance.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.
Trainer/Assessor
Date
Signature

Assessment 1 – Written Questions
Instructions for Students
• This is the first of the three assessment tasks you must complete satisfactorily to be deemed
competent in this unit.
• In this task, you must answer thirty three (33) questions that cover the knowledge
requirements of this unit.
• Read the Assessment description carefully.
• Assessment may be submitted in Microsoft Word format or may be handwritten. Clearly
label your work with your name, unit code, unit title, Assessment Task and respective
Question number with the answer to all the documents and sheets that are attached to
your submission.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others.
• Consult your assessor when you are unsure about how to acknowledge the contributions of
others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that
you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not understand
the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
• Seek information on additional reading material and reference for completion of the
assessments.
• Students with special needs can seek assistance from assessors depending upon the nature
of the need.
• Submit this document along with your assessment work.
• Assessment may be completed in your own time and is due one week after the module
end date.

Written Questions
List three sources where you might obtain information on your organisation’s customer
1
profile and food preferences.
Satisfactory Not Satisfactory Comments
List 5 elements of detailed customer information that a business would find beneficial
2
for establishing a customer profile:

Why is it important to obtain information from customers about their preferences when
3
designing a menu? (in about 30-50 words)
Provide an example of food preferences for each of the following ethnic groups.
4 Include a typical or preferred service style and suggest three popular dishes for each
group.
Thai
Food preferences:
Preferred service style:

Three popular dishes:
French:
Food preferences:
Three popular dishes

USA
Food preferences:
Indian
Food preferences:

Italian
Food preferences:

Which aspects do you need to consider in terms of food cost and pricing when
5
choosing the following menu types?
À la carte –
Table d’hôte –
Bistro style –

List 3 key considerations that must be taken into account when designing and costing
6
a menu.
Complete the following table with standard weights and measures. Please note an
7
example is worked out for you.
Commodity 1 tablespoon 1 cup
Beans, fresh 10g 120g
Flour
Gelatine
Egg (60g)
Fruit puree
Honey
Mayonnaise
Meat, uncooked, chopped
Spices

Complete the following yield tests, calculating the Net yield per Kg and the net
8 portion cost for each commodity based on the net cost per Kg and the portion size
per kg provided.
Net Yield/ Net Portions Net Portion

Commodity $ / kg Trimmings kg cost/kg /kg Cost/ $
Vegetables
Beans 2.95 16% 3.51

0.100
Broccoli 4.85 24% 6.38

0.100
Carrots 1.40 16% 1.67

0.100
Cauliflower 5.75 22% 7.37

0.100
Kohlrabi 4.28 32% 6.29

0.100
Spinach 10.60 18% 12.93

0.100
Onions 2.45 14% 2.85

0.050
Meat
Sirloin 16.80 26% 22.70

0.280
Loin of Pork 14.80 14% 17.21

0.250
Leg of
8.90 27% 12.19
Lamb
0.250

9 What is a Butcher’s test? About 80-100 words.
What is the average profit margin in the restaurant and catering business? Describe
10
the two types of profit margin in about 10-30 words.

How would the profit margins and menu type differ in a fine dining establishment
compared to a bistro or pub?
11
What would be cost factors you would need to consider for each of these
operations?
Bistro, Pub Fine dining establishment
Menu type and Margins Menu type and Margins
Cost Factors Cost Factors

12 How can you use seasonal availability to your advantage when designing menus?
13 List two advantages of using fresh local produce in a restaurant.

From which country does teppinyaki cuisine originate and which style of service does
14
it use?
15 Describe what is meant by the term silver service.
What is the purpose of breakfast buffets? List 2 advantages of using a buffet set-up for
16
breakfast?

List any 6 service styles that are adopted by different food outlets. Give the
17
characteristics of each style in about 20-40 words each.


18 Describe continental cuisine in about 50 words.
19 List 4 popular Asian dishes.

List 5 different types of menus which are traditionally used in larger establishments in
20
the hospitality industry:
Which of the following are the correct formulae to calculate food cost, food cost
21
percentage and sales price? State true or false
Food Cost = Quantity x Unit Cost
Food Cost = Sales Price : Purchase price
Food Cost % = Food Cost : Sales Price x 100
Food Cost % - Food Cost x Sales Price : 100
Sales Price = Targeted Food Cost Percentage x Food Cost : 100
Sales Price = Food Cost : Targeted Food Cost Percentage x 100

The following examples for calculating the mark-up and calculation factor for a
22
product are: Indicate true or false
Markup is the difference between your purchase price and your Sales Price.
If a bottle of wine costs you $10.00 and you sell it for $40.00 then you have a
markup of $30.00 which equals 300%.
If the markup percentage is 200 % and an item costs $20.00 the sales price
is calculated as: 100% ($20.00) + 200% ($40.00) = $ 60.00.
If the markup for a product is 275% the calculation factor to determine the
Sales Price is 2.75.
If the markup for a product is 300% the calculation factor to determine the
Sales Price is 4.
If a product costs $12.00 and the markup is 300%, then the sales price is
$36.00.
Customer characteristics vary according to a wide range of factors. Give general

23 examples of how each of the following characteristics will impact on your planning of
menus and menu styles in an establishment: (in about 20 words each)
Customer Characteristic Impact on menu planning and menu style
Age range
Buying power
Gender

Income level
Social and cultural

background
24 List 3 types of cuisine commonly served in Australian restaurant of modern times:

Describe the popularity index in about 60-80 words. Specify the formula for popularity
25
index.
26 What is a sales data index?(about 20 words)

Identify four ways you can get ongoing feedback from customers and others to
27
improve menu performance.
State what documents you can use to calculate the purchase price or cost per unit of
28
each ingredient

29 Describe what a ‘customer survey’ is and how it can help you. (in about 40-50 words)
30 Identify the typical formats and inclusion of menus presented to customers

31 Match the events to the correct menus from the box below:
CyclicalÀ la carte Function
Event Menu
Wedding reception
Prison
Fast food restaurant that serves Mexican cuisine
Seasonal products and commodities influence menu content. Explain how can you
32
deal with this in about 10-20 words.

33 List any 6 naming conventions and culinary terms for a variety of cuisines.

Comments if the answer is not satisfactory

This form is completed by the assessor and used for comments if the answer is not
satisfactory
Q.no Comments
Question 1:
Question 2:
Question 3:
Question 4:
Question 5:
Question 6:
Question 7:
Question 8:
Question 9:
Question 10:

Question 11:
Question 12:
Question 13:
Question 14:
Question 15:
Question 16:
Question 17:
Question 18:
Question 19:
Question 20:
Question 21:
Question 22:

Question 23:
Question 24:
Question 25:
Question 26:
Question 27:
Question 28:
Question 29:
Question 30:
Question 31:
Question 32:
Question 33:
Based on the Comments above Please Redo / Rewrite those particular answers and
resend your Completed Reassessment for correction

Assessment Outcome – Assessment 1
Student name
Unit code and title SITHKOP002 - Plan and cost basic menus
Course name and

title
Feedback / Comments:
Result:  Satisfactory  Not Satisfactory  Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.
Assessor Name:
Assessor Signature: Date: _______/_______/_______

I have read and agree with this assessment record.
Student Signature: Date: _______/_______/_______

Assessment 2 – Project
• This is the second of the three assessment tasks you must complete satisfactorily to be
deemed competent in this unit.
• In this task, you must demonstrate your ability to:
o identify and evaluate the food preferences of customer groups with differing
characteristics and use to inform menu planning
o develop and cost each of the following menu types based on above information:
 à la carte
 buffet
 cyclical
 degustation
 ethnic
 set
 table d’hôte
 seasonal
o evaluate success of the above menus by obtaining at least two of the following types of
feedback:
 customer satisfaction discussions with:
• customers
• employees during the course of each business day
 customer surveys
 improvements suggested by:
• customers
• managers
• peers
• staff
• supervisors
• suppliers
 regular staff meetings that involve menu discussions
 seeking staff suggestions for menu items
o develop the above menus within commercial time constraints, demonstrating:
 use of balanced variety of dishes and ingredients
 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
 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
• Your assessor will observe you performing this task and record and assess your performance
in the Performance Observation Checklist.

• Review the performance checklist so that you are familiar with the behaviours that you are
expected to perform during the observation.
• Clearly label your work with name, unit code and unit title to all the documents and sheets
that are attached to your submission.
• Review other resources, tools, job aids that provide guidance related to the task you are
going to perform.
• Seek clarification regarding the assessment required to be done.
the task.
assessments.
• Students with special needs can seek assistance from assessors depending upon the
natureof the need.
Resources required for assessment

The assessor must ensure that the following resources are made available to students, for
assessment:
• commercial information:
o preferred supplier arrangements - The preferred supplier for product pricing
specifications is Coles and the information can be accessed from Coles website.
o purchase specifications - Select your own pack sizes/ brands as per the recipe
• sources of negotiated cost of supply:

o price lists (Can be accessed from Coles website)
• product information:
o food preparation lists
o menus for restaurants
o price lists
o recipes
o costs of food supply for food service businesses
o menus for the variety of cuisines and service styles specified in the performance
evidence.
• Appendices:
o Appendix A: recipe costing template (spreadsheet)
o Appendix B: menu analysis

Scenario
Acumen Restaurant is expanding its operations by increasing its opening hours and number of
service periods in a week.
The owners are also going to change the lunch and dinner menus to reflect their ethnic
background, offering a fusion of western and pan-Asian dishes (covering Asians regions such
as India, Malaysia, China and Singapore).
Acumen Restaurant is located on the eastern end of Collins St, close to shopping and fashion
precincts, Victorian parliament, theatres, and Federation Square.
The following is the proposed operations schedule:
Days Service Period Menu Type Cuisine Type Service type

and Time
Tuesday - Friday Lunch A la carte Fusion Asian Table service,
11 AM – 3 PM takeaway
Tuesday - Friday Dinner A la carte Fusion Asian Table service,
5 PM – 10 PM takeaway
Saturday – Breakfast/ Buffet Fusion Asian Buffet, table
Sunday Brunch service
9 AM – 12 PM
Saturday – Lunch A la carte Fusion Asian Table service,
Sunday 12 PM – 3 PM takeaway
counter service
Saturday – Dinner A la carte, table Fusion Asian Table service,
Sunday 5 PM – 10 PM d’hôte, takeaway
degustation counter service

Currently, Acumen Restaurant serves busy professionals working in the city, at lunch.
The restaurant also has many tourists as customers, as there are a few hotels located around a
500-meter radius of the restaurant, and it is close to tourist attractions and theatres.
Part A – Research customer profile
Prepare a brief report of no more than 350-400 words, in which you are must research and
identify Acumen restaurant’s current customer profile, based on the information provided to
you in the scenario.
Identify at least 2 segments of the kinds of customers Acumen Restaurant has, based on your
research of the location and dining trends.
In each of your customer profile segments, include:

• age range
• income levels and buying power
• social and cultural backgrounds and expectations
• food preferences, including:
o service speed
o menu range
o menu pricing
o cuisines and tastes
o number of courses
o typical spend on dining out
Submission requirements
At the end of the task, you must submit your research report to your assessor.

Performance Checklist and Assessment Outcome - Assessment 2, Part A
Student name
Did the student submit a report that: Satisfactory Comments
Identifies at least 2 segments in customer profile  Yes  No
Identifies age, income levels, and buying power

 Yes  No
for segments
Identifies social and cultural backgrounds and
 Yes  No
expectations for segments
Identifies food preferences for each segment  Yes  No
Assessor Name:


Part B – Draft menus
Based on your research in Part A, develop drafts of 5 menus, based on the specifications in the
table below.
For each menu item, in each menu:
1. Calculate food costs according to:

o realistic ingredient prices
o portions sizes (based on standard recipes)
o ingredient yields
The ingredients within each recipe must be costed to determine the cost per serve of every
menu item. Use the Recipe Cost Calculator in Appendix A to identify cost per serve – food
costs.
You must submit an itemised costing sheet for each recipe using the format in Appendix A.
2. Determine the potential sales prices of menu items, taking into account:
o Food cost of no more than 30% for each item
o 30% other costs (overhead, labour, etc.)
o 40% gross profit margin for each item (mark up)
Only select menu items that meet the above criteria – i.e. give higher yield for lower cost, and
allow the restaurant to make 40% profit on each item, keeping food cost 30% or less.
On the two A la carte menus, indicate the food cost and potential sale price of each menu
item.
On the buffet, table d’hôte and degustation menus, indicate food cost per item, and per-
person pricing suggestion based on the principles above.
You may choose to repeat menu items across various menus, as long as they meet the
specifications of the menu.
Prepare your menu drafts in Microsoft Word or Excel formats.
Menu Type Cuisine Type Service Periods Menu variations
A la carte - Fusion Asian • Tuesday – • 4 Starters

Sunday • 4 Mains
Lunch, • 4 desserts
Dinner • Menu items must include a mix of:
o Seafood dishes
o Meat dishes
o Poultry dishes
o Vegan dishes
o Gluten free dishes
o A range of desserts - hot and
cold
Buffet Fusion Asian • Saturday – • 7 savoury dishes

Sunday • 5 desserts
Breakfast/ • range of colours and flavours.
Brunch • Menu items must include a mix of:
o Seafood or poultry dish/es
o Meat and/or egg based dish/es
o Vegan dish/es
o Gluten free dish/es
o Pastry item/s
o A range of desserts hot or cold
Table d’hôte Fusion Asian • Saturday – • 2 Starter options

Sunday • 2 Mains options
Dinners • 2 desserts options
• a balanced range of menu items,

including:
o Entrée: 2 of the following:
o Seafood dish
o Vegetarian dish
o Poultry or game dish
o at least one of these dishes
must be gluten free
o Main: 2 of the following:
o Meat dish
o Vegetarian dish
o Poultry or game dish
must be gluten free
o Desserts: 2 of different colours
must be gluten free
Degustation – Fusion Asian • Saturday – • 5 savoury courses including:

Summer Sunday o 2 cold courses
Dinner o 3 hot courses
• 1 dessert course
• Focus on summer produce

available in Melbourne
• Menu must include a mix of:
o Seafood
o Poultry/ game
o Meat
o Seasonal vegetables and fruit
• Menu must include at least 4
different cooking techniques
Degustation – Fusion Asian • Saturday – • 5 savoury courses including:
Winter Sunday o 2 cold courses
Dinner o 3 hot courses
• 1 dessert course
• Focus on winter produce available
in Melbourne
• Menu must include a mix of:
o Seafood
o Poultry/ game
o Meat
o Seasonal vegetables and fruit
• Menu must include at least 4
different cooking techniques
At the end of the task, you must submit:

• drafts of 5 menus to your assessor
• itemised costing for each recipe, based on format in Appendix B

Performance Checklist and Assessment Outcome - Assessment 2, Part B
Student name
Did the student submit 5 menus that: Satisfactory Comments
Reflected food preferences of customer base as

 Yes  No
identified in customer profile
Achieved a balance of flavours and cooking
 Yes  No
methods
Fit style of cuisine, seasonality and service style
 Yes  No
as specified
Met specifications for variety of menu items as
specified (e.g. hot, cold, portion sizes, courses,  Yes  No
etc.)
Calculated food costs for each menu item  Yes  No
Applied pricing principles specified to calculate

 Yes  No
potential sales prices for menus
Ensured all menus met pricing and costing
 Yes  No
principles specified
Assessor Name:


Part C – Role play: Discuss and finalise menu items
Conduct a meeting with the owner of Acumen Restaurant, to discuss the 5 menus you have
drafted.
During the meeting you must:

• Describe the menus you have drafted
• Describe how your menus fit within the cuisine type (and seasonality, for degustation)
• Show the restaurant owner the itemised costing of each recipe and sales pricing
• Explain how you derived the sale prices (and cost per person of set menus) and how they
meet the pricing and costing principles specified
• Seek the restaurant owner’s feedback on the menus you have designed, including
feedback on:
o variety and creativity
o cost effectiveness
o suitability to customer profile
• Make notes on changes to the menu, if required (based on restaurant owner’s feedback)
• Seek approval to finalise and prepare menus.
This is a role play. Your assessor will play the role of the restaurant owner. Your assessor will
record and assess your performance in the Role Play Observation Checklist below.
At the end of the task, you must submit a Role Play Observation Checklist, completed and
signed by the assessor, and signed by you.

Role Play Observation Checklist and Assessment Outcome – Assessment 2, Part C
Student name
Assessor name
Date of submission
During the role play, did the student: Comments
Check (X)
(How did the student demonstrate this?)
Y N
Describe the menus they have

designed, and rationale for selection
Identify the itemised costing of each
recipe
Identify the pricing of a la carte menu
items and set menus, and explain how
they meet pricing and costing
principles specified
Seek the restaurant owner’s feedback
on the menus designed, including
feedback on:
• Variety and creativity
• cost effectiveness
• suitability to customer profile
Made notes of feedback
Seek approval to finalise menu items
Listen attentively to restaurant owner’s

inputs

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,


Part D – Prepare content of menus
Based on the outcomes of your discussion with the owner of Acumen Restaurant, prepare the
five finalised menus for Acumen Restaurant.
In each menu you must include:

• item names (correct names based on ethnic origins of dish)
• item prices (for a la carte menus)
• cost per person (for buffet, table d’hôte, and degustation menus)
• brief but appealing descriptions of the dishes, that highlight the key ingredients and taste
elements of each dish
The menus must be worded creatively, in a way that is suitable to the expectations of your
customer base.
Menus must be presented as typed documents.
At the end of the task, you must submit all 5 finalised menus to your assessor, as typed
documents.

Performance Checklist and Assessment Outcome - Assessment 2, Part D
Student name
Assessor name
Did the student submit 5 menus that: Satisfactory Comments
Incorporated any feedback from restaurant

 Yes  No
owner (Part C) if necessary
Included correct names of items based on
 Yes  No
ethnic origins, and prices
Included creative menu descriptions that are
 Yes  No
appealing to the customer base
Presented menu layouts in a typed format  Yes  No
Assessor Name:


Scenario
It has been one month since the restaurant launched the new menus you have designed.
Assume that you have designed the a la carte menu given in Appendix B - menu sales analysis
spreadsheet.
Your table d’hôte, degustation and buffet menus contain many of the same items from the a la carte
menu.
The spreadsheet in Appendix B contains the sales data for the a la carte menu for a period of 1 month –
1st May 2018 to 1st June 2018.
The restaurant owner has asked you to review and evaluate the success of the menus you have
designed by seeking customer feedback, and analysing sales data.
Part E – Role play: seek customer feedback
Informally seek feedback from three customers who have dined at the restaurant, and use their
feedback to evaluate the success of the three menus above.
The three customers are:

1. Customer who had the buffet
2. Customer who had a winter degustation
3. Customer who had a set menu (table d’hôte)
You must get feedback from each customer on the following topics:
• Was the variety of dishes on the menu appealing/ interesting
• Was the menu reasonably priced, based on:
o originality/ creativity of dishes
o portion size
o quality and taste
• Customer’s least favourite dish/ course, and why
• Customer suggestions for improvement to the menu
This is a role play. Your assessor will organise for volunteers to play the roles of the customers.
You must ask customers questions and make a note of their feedback. At the end of the survey, you
must thank your customers professionally.
Your assessor will observe your performance and assess you using the Role Play Observation Checklist
for this task.
At the end of the task, you must submit a Role Play Observation Checklist, completed and signed by
the assessor, and signed by you.

Role Play Observation Checklist and Assessment Outcome – Assessment 2, Part E
Student name
Assessor name
Date of submission
During the role play, did the student: Comments
Check (X)
(How did the student demonstrate this?)
Y N
Seek feedback from customers using

professional and positive language
Seek feedback about variety in
menus
Seek feedback about suitability of
pricing, depending on
• Originality/ creativity
• Portion size
• Quality and taste
Seek specific feedback about issues
with dishes/ least favourite dish
Seek suggestions for improvement
Professionally end feedback session
Listen attentively to customers, and

made notes



Part F – Evaluate menu sales
Analyse the sales performance of the menu given in Appendix B.
Based on your analysis of the data, and customer feedback gathered in Part E, answer the
questions that follow in the space provided below.
1. Identify two menu items that are least profitable, and identify the indicators in the sales
data and customer feedback that allow you to make this interpretation.
2. What two key areas of improvement can you identify through customer feedback?
3. Identify two steps you can take to improve the profitability of the a la carte menu:

Assessment 3 – Project
• This is the third of the three assessment tasks you must complete satisfactorily to be deemed
competent in this unit.
• Your assessor will assess you in this task and record your performance in the Performance
Checklist.
• Review the performance checklist so that you are familiar with the behaviours that you are
expected to perform during the observation.
• Clearly label your work with name, unit code and unit title to all the documents and sheets
that are attached to your submission.
• Review other resources, tools, job aids that provide guidance related to the task you are
going to perform.
• Seek clarification regarding the assessment required to be done.
the task.
assessments.
• Students with special needs can seek assistance from assessors depending upon the nature
of the need.

Scenario
You are a cook in an aged care centre.
Design a 7-day cyclical lunch menu for the residents and staff of the centre.
The menu will be served in the dining room, and to patients’ rooms where required.
The cyclical menu you design must take into account the following dietary needs of the
residents of the aged care centre:
• nutritious meals
• low in saturated fats
• diabetic friendly
Part A – Draft menus
Draft your 7-day cyclical lunch menu, based on the customers’ needs.
The menu for each day’s lunch must have the following components:
• 1 side (salad, roast vegetables, etc.)
• 1 main
• 1 diabetic friendly dessert
You must ensure a balance of ingredients across the week, including:

• Seafood
• Vegetarian mains
• Poultry or game
• Lean meat
• Fresh fruit and vegetables
Select menu items for high yield and low production cost.
The ingredients within each recipe must be costed to determine the cost per serve of every
menu item. Use the Recipe Cost Calculator in Appendix A to identify cost per serve – food
costs.
You must submit an itemised costing sheet for each recipe using the format in Appendix A.

• draft of your 7-day cyclical lunch menu
• itemised costing for each recipe, based on format in Appendix B
Performance Checklist and Assessment Outcome - Assessment 3, Part A
Student name
Assessor name
Did the student submit a 7 day cyclical menu

Satisfactory Comments
that:
Reflected food preferences of customer base as
 Yes  No
identified in scenario
Achieved a balance of flavours and cooking
 Yes  No
methods
Met specifications for variety of menu items as
 Yes  No
specified (side, main, dessert)
Calculated food costs for each menu item  Yes  No
Assessor Name:


Part B – Role play: Discuss and finalise menu items
Conduct a meeting with the director of the aged care centre, to discuss the cyclical menu
you have drafted.
During the meeting you must:

• Describe the cyclical menu you have drafted
• Describe how your menu fits within the dietary requirements of the customer base
• Show the centre director the itemised costing of each recipe
• Seek the director’s feedback on the menus you have designed, including:
o variety and quality
o cost effectiveness and yield of ingredients (based on food costs)
o suitability for customer needs
• Make changes to the menu based on the director’s feedback, if required.
• Seek approval to finalise and prepare menus.
This is a role play. Your assessor will play the role of the centre director.
Your assessor will record and assess your performance in the Role Play Observation Checklist
below.
At the end of the task, you must submit a Role Play Observation Checklist, completed and
signed by the assessor, and signed by you.

Role Play Observation Checklist and Assessment Outcome – Assessment 3, Part B
Student name
Assessor name
Date of submissionn
During the role play, did the student: Check Comments
(X) (How did the student demonstrate this?)
Y N
Describe the menus they have designed,
and rationale for selection
Identify the itemised costing of each recipe
Seek the centre director’s feedback on the

menus they have designed, including
feedback on:
• Variety and creativity
• cost effectiveness
• suitability to customer profile
Made notes of feedback
Seek approval to finalise menu items
Listen attentively to centre director’s inputs



Part C – Prepare menu
Based on the outcomes of your discussion with the director of the aged care centre, prepare
finalised version of your cyclical menu.
This menu will be distributed to the residents of the aged care centre.
In this task, you must create a menu that includes:
• lunch menus for 7 days

• item names
• Brief but appealing descriptions of the dishes, that highlight the key ingredients and taste
elements of each dish
The menus must be worded creatively, in a way that is suitable to the expectations of your
customer base.
Menu must be presented as typed document or 7 separate documents.
At the end of the task, you must submit your final 7-day cyclical menu to your assessor.

Performance Checklist and Assessment Outcome - Assessment 3, Part C
Student name
Assessor name
Did the student submit a cyclical menu that: Satisfactory Comments
Incorporated any feedback from centre

 Yes  No
director (Part B) if necessary
Included correct names of items based on
 Yes  No
ethnic origins
Included creative menu descriptions that are
 Yes  No
appealing to the customer base
Presented menu in a typed format  Yes  No
Assessor Name:


Part D – Revise menu based on customer feedback
The director of the aged care centre has provided you with the following feedback.
“Most of the customers are happy with the menu. However, a few customers have asked for
there to be soups on some days – which is warming in the winter.
Could you please modify the menu to include a couple of soups? This can be done as sides.”
Based on feedback from the centre director, prepare a revised draft of your menu to include
two soups, ensuring you meet the dietary requirements of the customers, while keeping yield
high and food cost low.
You must also prepare itemised recipe costing forms for additions, using the template in
Appendix B.

• Revised draft 7-day cyclical menu
• itemised costing for menu additions

Performance Checklist and Assessment Outcome - Assessment 3, Part D
Student name
Assessor name
Did the student submit a revised cyclical menu

Satisfactory Comments
draft that:
Incorporated customer feedback and replaced
 Yes  No
two menu items with soups
Ensured menu additions meet customers’
 Yes  No
dietary requirements
Calculated food costs for each new menu item  Yes  No
Assessor Name:


23 - SITHKOP002 Student Version

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

23 - SITHKOP002 Student Version

Uploaded by

Copyright:

Available Formats

Student Name:

Unit Details SITHKOP002–Plan and cost basic menus

This is a summative assessment, which requires

Assessment 1 Written Task

Assessment Methods Assessment 2 Project& Role-play

Assessment 3 Project& Role-play

Version: 4.0 Acumen Education Pty Ltd © Page 1 of 68

Version: 4.0 Acumen Education Pty Ltd © Page 2 of 68

Performance Checklist and Assessment Outcome - Assessment 2, Part D 55

Version: 4.0 Acumen Education Pty Ltd © Page 3 of 68

No occupational licensing, certification or specific legislative requirements

Calculate mark-ups and selling price for profitability.

Compare menu items based on their anticipated yield,

Identify unprofitable menu items and adjust menus to

Version: 4.0 Acumen Education Pty Ltd © Page 4 of 68

Version: 4.0 Acumen Education Pty Ltd © Page 5 of 68

Knowledge  organisation-specific information:

o food preparation lists

Every assessment task will require satisfactory completion in order for

methods and Assessment Method of

Version: 4.0 Acumen Education Pty Ltd © Page 8 of 68

• Ask questions orally instead of in a written format

Version: 4.0 Acumen Education Pty Ltd © Page 9 of 68

Reassessment 1. Student will be assessed as being competent only upon satisfactory

If the student remains ‘Not Competent’ after a third re-submission, he or

* Due to the variance in the amount of work completed for each

Version: 4.0 Acumen Education Pty Ltd © Page 10 of 68

you understand these processes on the assessment summary cover sheet.

Version: 4.0 Acumen Education Pty Ltd © Page 11 of 68

For Assessor Only - ASSESSMENT COVER SHEET

Assessment 1 Written Task S | NS

 Part C – Role Play S | NS

 Part E – Role Play S | NS

 Part B – Role Play S | NS

 Valid  Sufficient  Authentic  Current

Version: 4.0 Acumen Education Pty Ltd © Page 12 of 68

Student’s Signature: Date: _______/_______/_______

Assessor: I declare that I have conducted a fair, valid,

Administrative use only

Entered onto Student

USE FOR REASSESSMENT ONLY

Competent - C Not Competent - NC

Please provide general feedback on the Student’s performance.

Version: 4.0 Acumen Education Pty Ltd © Page 13 of 68

Assessment 1 – Written Questions

Instructions for Students

Version: 4.0 Acumen Education Pty Ltd © Page 14 of 68

Satisfactory Not Satisfactory Comments

Satisfactory Not Satisfactory Comments

Version: 4.0 Acumen Education Pty Ltd © Page 15 of 68

Satisfactory Not Satisfactory Comments

Preferred service style:

Version: 4.0 Acumen Education Pty Ltd © Page 16 of 68

Three popular dishes:

Preferred service style:

Three popular dishes

Version: 4.0 Acumen Education Pty Ltd © Page 17 of 68

Preferred service style:

Three popular dishes

Version: 4.0 Acumen Education Pty Ltd © Page 18 of 68

Preferred service style:

Three popular dishes

Preferred service style:

Version: 4.0 Acumen Education Pty Ltd © Page 19 of 68

Student’s Signature: Date: ___/_/_____