2.0 - SITHKOP004 Amanpreet KAUR

SITHKOP004 - DEVELOP MENUS FOR SPECIAL DIETARY REQUIREMENTS
SITHKOP004
Develop menus for special dietary requirements

Version 2.2
Student Assessment Guide
Page 1 of 91
SITHKOP004 Student Guide Version: 2.2 Date Created: July 2017
Last Reviewed:
Australian Academy March T/A Technical
2020Learning Pty LtdResponsibility:
of Higher Institute of Victoria (TIV)Date
RTO Manager (RTO No:21994April
Implemented: CRICOS
2020 CODE 02924F)
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Page 2 of 91
Last Reviewed: March 2020 Responsibility: RTO Manager Date Implemented: April 2020
ASSESSMENT RECEIPT FORM
STUDENT NAME: Amanpreet Kaur
STUDENT ID: THM190226
COURSE CODE: SIT40516
COURSE TITLE: CERTIFICATE IV in COMMERCIAL COOKERY
TRAINER’S/ASSESSOR’S
NAME:
DUE DATE
UNIT CODE AND SITHKOP004- DEVELOP MENUS FOR SPECIAL DIETARY
DESCRIPTION REQUIREMENTS
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: Amanpreet Kaur
Date:
Signature:
================================= Tear Here ===========================

Students must retain this as a Record of Submission.
Assessment Handed On:
Unit Code & Description: SITHKOP004- Develop menus for special dietary requirements
TIV Student
Assessment Received by
TIV Staff Name: Student ID: THM190226

………………...……..............……...……...
Amanpreet
Signature: Kaur...............................................................
…………………………...……...……...…………...…...
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: THM190226
Student’s Name: Amanpreet Kaur
Date of
Assessor’s Name:
completion:
Qualification Code and Title
SITHKOP004– DEVELOP MENUS FOR SPECIAL DIETARY
Unit of Competency
REQUIREMENTS
Assessor Use OnlyFirst attemptRe-SubmissionLate Submission
Student Results
Assessment Methods Not Yet
Please attach the following assessment methods to this Satisfactory(S) Satisfactory
sheet (NYS)
Assessment Method 1: Knowledge Test □ □
Assessment Method 2: Project □ □
Assessment Method 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.

Page 7 of 91
PART 1
Assessment Information
Application of the unit of competency:
This unit describes the performance outcomes, skills and knowledge required to use a range of
basic cookery methods to prepare dishes.
The unit applies to cooks working in hospitality and catering organizations. This could include
restaurants, educational institutions, health establishments, defense forces, cafeterias, kiosks,
cafes, residential caterers, in-flight and other transport caterers, and event and function caterers.
TIV has contextualized the assessment tasks to reflect the job roles in hospitality establishments
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.
Pre-requisite Unit
Nil
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITHHOP004 – DEVELOP MENUS
FOR SPECIAL DIETARY REQUIREMENTS
Elements
1 Identify menu requirements.
2 Develop menus and meal plans for special diets.
3 Cost and document special menus and meal plans.
4 Monitor special menu performance.
Foundation Skills
SKILLS DESCRIPTION
Reading skills to:  read and interpret complex details of health-related problems and
cultural meal requirements.
Writing skills to:  write comprehensive menus, meal plans and recommendations
for cooking methods.
Oral communication  listen and respond to routine customer feedback and ask
skills to: questions of health and other professionals to inform menu choice.
Numeracy skills to:  calculate the cost of producing dishes for menus and meal plans.
Learning skills to:  continually research information on emerging dietary trends.
Problem-solving skills to:  evaluate diet-related health problems and design varied menus to
address them
 identify budgetary constraints and adjust menus to include the
most cost-effective options.
Planning and  access and sort information required for menu design to
organising skills to: coordinate a timely and efficient development
process.
Technology skills to:  use computers and software programs to cost and
document menus and meal plans.
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.
Other professionals must include the appropriate: allied health professionals

dietitians
medical specialists
nutritionists.
Expenditure items must include: ingredients

labour
operational costs of the kitchen
wastage.
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:
 develop and cost at least six menus or meal plans that individually or in
combination meet at least six different special dietary requirements as specified in
the knowledge evidence
 two of the above menus or meal plans must reflect one or more cultural or religious
dietary requirements as specified in the knowledge evidence
 two of the above menus or meal plans must address the special dietary requirements of
different customer groups as specified in the knowledge evidence
 evaluate each of the above menus by obtaining at least two of the following types
of feedback:
 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
 satisfaction discussions with:
 customers
 allied health professionals
 dietitians
 medical specialists
 seeking staff suggestions for menu items
 develop above menus and menu plans within commercial time constraints,
demonstrating:
 methods for responding to feedback and adjusting menus
 basic principles and practices of nutrition.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance
criteria of this unit:
culinary terms and trade names for:

 substitute ingredients used to produce dishes with special dietary recipes
 ingredients suitable for meeting basic nutritional needs
 ingredients that cause common allergic reactions
 food additives and preservatives
main types and culinary characteristics of special diets that are part of contemporary
Australian society:
 eating regimes:
 elimination
 macrobiotic
 exclusions for allergies, contraindications with medicines or food intolerance
 fat-free
 fluids
 food preferences
 food restrictions
 gluten-free
 high carbohydrate
 high or low energy
 high or low protein
 high fibre
 lacto ovo
 low carbohydrate
 low cholesterol
 low fat
 low gluten
 low kilojoule
 low sugar
 modified sodium or potassium
 modified texture
 nutritional requirements
 portion size
 substitutes:
 gluten-free flour
 yeast-free flour
 non-sugar sweeteners
 sugar-free
 type one and two diabetes
main types and culinary characteristics of cultural or religious diets that are part of
contemporary Australian society:
 halal
 Hindu
 kosher
 vegan
 vegetarian
main types of customer groups that have special dietary requirements:
 adolescents
 athletes
 children
 defence forces
 elderly
 health care
 ill or injured
 infants
 international tourists
 nutritional and energy requirements due to physical condition
 people in areas affected by disaster or environmental extremes
 people from different socioeconomic groups
 people in remote areas
 those with weight problems:
 underweight
 overweight
 obese
 meaning of:
 drug-food interactions
 food allergy
 food intolerance
key health and legal consequences of failing to address special requirements:
 allergic reactions
 anaphylaxis
 food sensitivity or intolerance reactions
basic principles and practices of nutrition:
 nutrients and their food sources
 influences on food choice
 food and beverage selection influences
 food labelling and interpretation
 role and implications of using food additives and preservatives
 health implications of food choices
 role of good nutrition in avoiding dietary diseases
 effects of various cooking methods and food storage on nutrients
primary components of Australian Dietary Guidelines, in particular those for older
Australians, children and adolescents and their use in menu planning
methods and formulas for calculating portion yields and costs from raw ingredients:
 butcher’s test
 standard measures
 standard yield tests.
Context and conditions for assessments:

To comply with the assessment condition of this unit:
 TIV will conduct the assessments to gather knowledge and performance evidences for this
unit in simulated environments located at Unit 1 /252 Lygon Street, Carlton VIC 3053
 TIV simulated environment has access to computers, printers and software for costing and
developing menus and meal plans and the recipes that accommodate a range of
special dietary requirements.
 You will have access to suitable facilities, equipment and resources, including
Australian Dietary Guidelines.
 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.
 The special dietary menus, designed by the students will be implemented in the
TIV Kitchens
 TIV staff will be invited as internal customers for menu tasting and provide the feedback
about the menu items to the students using a feedback form. The feedback form/s will be
attached to the student assessment.
 The students will analyse the feedback and adjust the menus as per the suggestions
 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 SITHKOP004
- Australian Dietary Guidelines
- Access to TIV simulated training kitchens including the required equipment’s and
documentation and classrooms with computers, printers and software
- Customers for Menu tasting
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.
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 Location of

tasks date assessment
Assessment There are four answers given in
Method -1 the questions. You must mark the TIV
Knowledge most appropriate answer relevant Classroom
to the question
Test
This project requires you to develop menus  Simulated
and meal plans for people who have Industry
Assessment special dietary requirements for health, environment
Method -2 lifestyle and cultural reasons. Once you
training
develop, you will implement the menus,
Project gain the feedback from customers and kitchens
adjust the menus  TIV
Classroom
In this assessment, there are questions
Assessment
assigned into several sections. Student are
Method -3 TIV
required to answer these questions based
Classroom
Written Test on the learning and/or individual practical
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.
 Completed knowledge test and submit to your assessor.

 You must submit the hard copy of the assessment. If
Assessment Method -1
you unable to submit the hard copy must discuss and
Knowledge Test agree the format with the assessor prior to the deadline
 Complete and sign the cover sheet for assessment task
 Developed and costed six menus or meal plans

 The following evidences must be submitted for each
Menus
Assessment Method -2 o Identify the dietary and cultural
requirements customers
Project
o Document a menu overview
o Develop menus and meal plans for special diets
o Cost menus
o Monitor menu performance
o Review performance report
 Completed written test and submit to your assessor.

 You must submit the hard copy of the assessment. If
Assessment Method -3
you unable to submit the hard copy must discuss and
Written Test agree the format with 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.
 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 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.
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.
Student Declaration:
I Asmanpreet Kaur 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: ....../....../.......

.
PART 2
Assessment Task
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Assessment Cover Sheet: Assessment Method 1
Student Detail
Student Id: THM190226
Student Name: Amanpreet kaur
Group No:
Assessment Details
Unit of Competency SITHKOP004- DEVELOP MENUS FOR SPECIAL DIETARY
REQUIREMENTS
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: ..............................................................

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 – SITHKOP004 – Develop Menus for special
dietary requirements
 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
1. Your hotel is hosting a conference for yogis, the majority of whom are vegans. What
foods would you add to your normal breakfast buffet to meet their requirements?
(a) Organic, honey-glazed granola and rice milk.
(b) Plenty of biodynamic yoghurt and muesli.
(c) More free-range eggs and whole grain toast.
(d) Scrambled tofu, fresh fruit and muesli. CORRECT
2. Contemporary dietary trends include diets with low-fat meals. You prepare meals in a
childcare centre for 0 to 5-year-olds. Assess the suitability of a low-fat dietary regime for
these children.
(a) Not suitable for any of the children.
(b) Not suitable for the babies, but suitable for the 1 to 5-year olds.
(c) Not suitable for the 0 to 2-year-olds, but suitable for the 3 to 5-year-olds. CORRECT
(d) Suitable for all the children.
3. You work in a boarding school. Who should you liaise with to clarify the dietary
requirements of a child with coeliac disease?
(a) Your colleagues.
(b) The principal of the school and the child’s teacher.
(c) The child.
(d) Health and medical personnel. CORRECT
4. What are the possible consequences of serving a meal which ignores customers’ special
dietary requirements?
(a) Legal action taken against your organisation for breaching WHS legislation.
(b) Health or medical consequences for the customer and legal consequences for your
organisation. CORRECT
(c) There are no consequences of ignoring customers’ special dietary requirements. Their
health is their responsibility.
(d) Food poisoning or other illnesses related to cross-contamination.
5. You cook in a hospital. One of the patients has lactose intolerance. What choices can
you offer with their muesli at breakfast?
(a) Choice of low-fat or full-cream milk.
(b) Choice of rice or almond milk.
(c) Choice of plain or fruit yoghurt. CORRECT
(d) You should not be serving muesli at all. They’re allergic to it!
6. Which meal has the appropriate combination of food to meet macro- and micronutrient
requirements for adults?
(a) Green salad with tomato, avocado and cucu mber, with fruit compote for dessert.
(b) Steak covered in grilled onions, side of chips, with cake and mango ice cream for
dessert.
(c) Grilled fish, baked potato and mixed steamed vegetables, with fruit compote for
dessert. CORRECT
(d) Pasta marinara and garlic bread, with fruit pie for dessert.
7. What does a well-developed menu or meal plan do?

(a) Promotes good health and reduces the incidence of diet-related health problems. CORRECT
(c) Reduces the cost of menu items created for special dietary needs.
(c) Minimises the amount of information staff need to know about special dietary needs.
(d) Ensures stock ordering and purchasing is completed accurately.
8. What should you keep in mind when preparing cyclic menus?

(a) You should balance nutritional requirements.
(b) You should vary ingredients and cooking methods.
(c) You should vary quality points such as taste, texture and colour.
(d) You should keep all of these in mind. CORRECT
9. You’re preparing an à la carte menu and wish to include options for vegetarians,
vegans, gluten-free and dairy-free diners. How many choices should you provide in each
category?
(a) At least one.
(b) At least two. CORRECT
(c) At least three.
(d) At least four.
10. Which preparation and cooking methods maximise the nutritional value of vegetables?
(a) Washing, roasting and holding in the bain-marie.
(b) Washing and not cooking at all. CORRECT
(c) Peeling and steaming as needed.
(d) Washing and steaming as needed.
11. Which must you accurately calculate to determine the production costs of your menu items?
(a) All ingredients in the dishes or food production items.
(b) All ingredients that yield less than 100% and the wastage.
(c) Labour and operational costs of the kitchen.
(d) All expenditure items. CORRECT
12. Which formula would you use to calculate actual food cost from raw ingredients which yield
100%?
(a) Purchase unit cost x usage % = actual food cost. CORRECT
(b) Purchase weight ÷ purchase unit x 100 = actual food cost.
(c) EP ÷ AP = actual food cost.
(d) Quantity required ÷ yield % = actual food cost.
13. You have assessed your menu items for cost-effectiveness. Which one should you choose to
place on the menu?
(a) The menu items that meet all these criteria.
(b) The menu items with the largest usage percentage.
(c) The menu items with high yield. CORRECT
(d) The menu items with the highest food cost percentage.
14. What kind of terminology should you use in your menus and meal plans?
(a) Terminology that’s descriptive yet truthful. CORRECT
(b) Descriptions that encourage purchase even if they aren’t quite accurate.
(c) Terminology that is impressive to other chefs.
(d) Your menus and meal plans should include all these kinds of terminology.
15. Why do you need to seek ongoing feedback from customers and others?
(a) So you have something to contribute at staff meetings.
(b) You don’t need to seek ongoing feedback from customers or others.
(c) To change your customer profile if necessary.
(d) To improve your menu’s performance. CORRECT
16. What do you analyse the success of your special menus against?
(a) Profitability, dietary goals and customer satisfaction. CORRECT
(b) None of these answers are correct.
(c) The number of health-related issues reported by customers who dine at your
establishment.
(d) Feedback from staff, customers and suppliers.
17. What information should you base adjustments to your menus on?
(a) Butcher’s tests and standard yield tests.
(b) All of these.
(c) Feedback and profitability. CORRECT
(d) Culinary balance and nutritional balance.
Student Detail
Student Id: Amanpreet kaur
Student Name: THM190226
Group No:
Assessment Details
Unit of Competency SITXKOP004 Develop menus for special dietary
requirements
Assessment Method Project
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
checks
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................

Assessment Method 2: Project
 In this project you are required to develop and cost six menus or meal plans
that meet different special dietary requirements of customers.
 This assessment will be conducted in the simulated industry environment and
in the TIV classroom/computer lab or self-paced.
 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
 Assessor will inform you the submission date for this assessment. It recommends to
spending approximately 24 hours over a period for this project. (4 hours per
Menu)
 To achieve satisfactory in this assessment, you must satisfactorily complete all
the skills listed in the marking guide.
 You must complete the Assessment cover sheet – Student detail section
 You must use only BLUE OR BLACK PEN to complete this assessment task including
your assessor will mark the assessment as “Not Satisfactory
 You must use spreadsheet software and/or word processing software as required.
(Eg. MS Excel /MS Word)
 Your assessor will provide you the soft copies of required templates for
this assessment
 Recommended font sizes of the document should range between 10 and 14
and font type should be as Calibri, A rial, Times N ew Roman or Tahoma
Resources required:
 Computer with internet connection, MS Word, MS Excel software
 Didasko Learner Guide- Unit – SITHKOP004 Develop menus for special
 Australian Dietary Guidelines
 Recipes that accommodate a range of special dietary requirements
 Student Guide and a pen
 Soft copies of the required templates

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
- Extracts from the Australian Dietary Guidelines
- Recipes used in this project. The recipes must meet a range of special dietary
requirements.
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
Project
Overview of the assessment
1. You must read the “SITHKOP004_Background information” document – Appendix 1
2. You are required to develop and cost at least six menus or meal plans that individually
or in combination meet at least six different special dietary requirements listed in the
“SITHKOP004_Background information” document - Appendix 1
3. At least one menu must be a cyclic menu. Other types of menu formats can be à
la carte, set, daily, seasonal or weekly menu formats
4. Two of the menus or meal plans must address the special dietary requirements of
different customer groups listed in the “SITHKOP004_Background information”
document. Appendix 1
5. Two of the menus or meal plans must reflect one or more cultural or religious dietary
requirements listed in the “SITHKOP004_Background information” document.
Appendix 1
6. All the six menus must be evaluated by obtaining at least two of the types of
feedback listed in the “SITHKOP004_Background information” document for each
menu. Appendix 1
7. Menus or menu plans must:

a. be developed within commercial time constraints
b. demonstrate methods for responding to feedback and adjusting menus
c. incorporate basic principles and practices of nutrition, including macro- and
micronutrient requirements.
8. When you are developing and costing the six menus, there are six tasks to be
complete for each menu to complete the developing and costing process. The
breakdown of the tasks given in the below table.
9. When you are completing the Project -Part 1, you must complete each task as per the
sequence given in the table.
10.Once you complete each task, you need to tick the completed column in the
above table. Before your final submission check that you attached all the
evidence and the tasks
11.Additional instructions given under each task separately.

Once you completed the task, you must tick the submitted and evidence attached column
Evidence
Task no Task description Submitted
attached
Task 1 Menu 1 – Cyclic menu
Task 1.1 Identify the dietary and cultural requirements customers
Task 1.2 Document a menu overview
Task 1.3 Develop menus and meal plans for special diets
Task 1.4 Cost menus
Task 1.5 Monitor menu performance
Task 1.6 Review performance report
Task 2 Menu 2
Task 2.4 Cost menus
Task 3 Menu 3
Task 3.4 Cost menus
Task 4 Menu 4
Task 4.4 Cost menus
Task 5 Menu 5
Task 5.4 Cost menus
Task 6 Menu 6
Task 6.4 Cost menus
Task 1: Menu 1 – Cyclic menu
Task 1.1: Identify the dietary and cultural requirements of customers

Instructions to complete the task
1. Select a customer group for your cyclic menu.
2. Customer groups could relate to your workplace or training environment or could

be based on realistic hospitality businesses.
3. Identify the dietary and cultural requirements of your customer group.
4. You must confirm your selected customer group and dietary, cultural, or religious
requirements and the size of the group must discuss with your trainer/assessor prior
to undertaking this assessment. Although a specific number is not specified, the
group size must be substantial enough to replicate realistic workplace demands of
a senior cook, chef, catering supervisor or manage. You also have the option to
choose the below scenario rather than selecting your own.
Scenario:
Customer Group : Age care residents
Capacity in the Age Care
house 150
Cultural backgrounds : Hindu/Vegan
Dietary requirements : Modified food texture varieties, Nutritional
requirements, Fat free, low carbohydrate, low cholesterol, low kilojoule, low
sugar, portion size
From the above, you must select 3 dietary requirements as minimum for your chosen
menu and it must in cooperate Modified texture and Nutritional requirements as a
must and 1 other of your choice from the above mentioned.
5. Write your responses for the following

Customer group (If different to the Customers and health professionals
above given in the scenario)
What are their dietary and/or cultural 1 a making menu for hindu so
requirements? (If different to the above Fat free and high protein
given in the scenario)
What sources of information did you use My self-observations and didasco and also with
to determine these requirements help of different sites on internet
Whom did you liaise with to identify and Customers and health professionals
confirm customer requirements
What would the health consequences (if Cultural requirements should not contain non veg
any) be if you ignored the special But also taken into consideration there health.
dietary requirements of this customer
Group
What goals(s) would you set for your Costing
menus based on the information you’ve Health of customers
researched about your customer group. Requirements of customers
That is, what are you hoping to Plan meal requirements
achieve Religion
by planning and documenting a meal Information gathered from customers.
plan and menu
Task 1.2: Document the Menu Overview

1. Refer to the “Menu overview” document. (Template- MENU 1 OVERVIEW)
2. Discuss and confirm the time periods for your cyclic menu prior to
commencing this task, for example, two, three or four weeks.
3. Brainstorm a range of menu ideas to suit the customer, dietary and cultural or
religious requirements identified in Task 1.1 for at least two weeks of your
cyclic menu.
4. Sort your menu suggestions into a rough draft of your menu using the
menu overview. (Template MENU 1 OVERVIEW). You will use this information to
complete Task 1.3. You must submit this document together with the project
Task 1.3: Develop menus and meal plans for special diets
1. Refer to the Daily meal plan and checklist (Template- MENU 1 DAILY MEAL PLAN
CHECK LISTS
2. Complete a meal plan for each day of the week for the first week of your cyclic
menu as per your menu overview from Task 1.2.
3. Complete the table for each menu item (breakfast options, morning tea, lunch
options, afternoon tea and dinner options) for each day of the week.
4. Use the checklist for each menu item to ensure your meal plans (and
entire menu) are well planned and meet the nutritional, dietary, cultural or
religious requirements of your customer group.
5. Submit Menu 1 overview and Menu 1Daily meal plan check list to your assessor,
together with the project.
Task 1.4: Cost menus
1. Refer to the Menu costing template to complete this task. (Template-MENU 1

COSTING)
2. Select any day from the menu, developed in Task 1.3.
3. Calculate the portion yields and costs of all ingredients required to prepare and
produce all menu options offered on your selected day.
4. Calculate other expenditure items used in the preparation or service of the

menu item.
5. Calculate the total cost for one serve or portion for each menu option.
6. You must complete one menu costing table for each menu item.
7. Print or copy and paste the menu costing template as many times as required.
Task 1.5: Monitor menu performance

1. Refer to the SITHKOP004_Background information and read the information
provided on methods of evaluation.
2. Implement the menu in your workplace or training environment (TIV Kitchen)
3. Monitor the performance of the menu by obtaining feedback from

customers or others by using at least two of the methods listed in
SITXHKOP004_Background information.
4. You can use feedback mechanisms currently used within the organisation,
modify existing mechanisms to assist in gathering necessary information, or
create your own.
5. Document and analyse the results of your feedback to determine the following.
a. Success of your menu against dietary goals for the customer
group nominated in Task 1.1
b. Level of customer satisfaction with the menu
6. Save your feedback results and analysis locally as “Menu 1_Feedback

analysis”. You will need to refer to it to respond to questions in Task 1.6.
7. Submit the following to your assessor together with the project:
1.5_Menu1 Feedback 1
1.5_Menu1 Feedback
Analysis
Task 1.6: Review performance report
 Answer the following questions based on your analysis of feedback in Task

1.5.
Feedback boxes to get there views back boxes

your customers also thinking about the ways that
What methods/techniques did you use your business could be better. Feedback boxes
to obtain feedback are best way
External customers
Who did you seek feedback from
Yes
Did you achieve the dietary goals you

set in Task 1.1
n/a
LK/Which menu items did not

meet dietary goals
N/A
Briefly explain why you think menu

items did or did not meet dietary goals
CHEESE AND CURD
Which menu items rated the highest

customer satisfaction score
Cranberry.
Which menu items rated the lowest

Customers were satisfied because size of menu

items was appropriate according to quality of
Briefly explain why you think customers were or food and cost also. Also very good that go
were not satisfied with the menu items banana smoothie was so healthy and rich of
dietary requirements by customers.
Not required to change

Describe the changes you would make to your
completed menu based on the feedback you
received.
Task 2: Menu 2 – (your selected Menu)

1. Select a customer group for your selected menu.

Scenario:
Day care/School canteen catering for 100 children. Prepare a menu that meets the
requirements for the day-care/primary school in a suburb in Australia. The following
must be considered while preparing a menu for this task. Cultural or religious dietary
diets to include halal and vegetarian; You will also include menu items to consider for
children with food allergy, food intolerance and drug food interactions. Your menu
must include any one of the following eating regimes. Either elimination or
macrobiotic. It must also include the following dietary requirements when preparing
your menus.
o High carbohydrate / High or low energy / High or low protein
o High fibre / Nutritional requirements / Sugar free/ Lacto-ovo

Customer group (If different to the Children
What are their dietary and/or cultural No beef notional meal balanced diet
requirements? (If different to the above
What sources of information did you use Survey questioner and family back ground
to determine these requirements
Whom did you liaise with to identify and Parents and detrition
What would the health consequences (if Parents can complaint and take action according to the
any) be if you ignored the special Australian Law
group
What goals(s) would you set for your Taken into consideration Goals are cultural and religious
menus based on the information you’ve dietary
researched about your customer group. Children with food allergy food intolerance
That is, what are you hoping to Food interactions taken also carbohydrates High
achieve by planning and Carbohydrates higher low energy High or low protein
documenting a meal High fibre/Nutritional requirments/Sugar free Lecto OVO
plan and menu
Task 2.2: Document a menu overview

1. Refer to the Menu overview document (Template- MENU 2 OVERVIEW).
2. Discuss and confirm the time periods for your menu prior to commencing this task,
for example, two, three or four weeks.
religious requirements identified in Task 2.1 for at least two weeks of your menu.
4. Sort your menu suggestions into a rough draft of your menu using the menu overview
template.
5. Save your completed menu overview as “Menu 2 overview”. You will use this
information to complete Task 2.3.
6. Submit the task together with the project.

1. Refer to the Daily meal plan and checklist (Template- MENU 2 DAILY MEAL PLAN CHECK
LISTS)
2. Complete a meal plan for any day of the week for the first week of your menu as per
your menu overview from Task 2.2.
3. Use the checklist for each menu item to ensure your meal plans (and entire menu)
are well planned and meet the nutritional, dietary, cultural, or religious requirements
of your customer group.
4. Submit the following to the assessor together with the project.

 Menu 2 overview
 Menu 2_Daily meal plan check list to your assessor.

Instructions to complete the
task
1. Refer to the Menu costing template ((Template- MENU 2 COSTING) provided by the
assessor to complete the task 2.4.
2. Select any day from the menu developed in Task 2.3.
4. Calculate other expenditure items used in the preparation or service of the menu item.
6. You must complete one menu costing table for atleast 2menu item.
1. Refer to the “SITXHKOP004_Background information” and read the information

2. Implement the menu in your workplace or training environment.
3. Monitor the performance of the menu by obtaining feedback from customers or others
by using at least two of the methods listed in SITXHKOP004_Background information.
4. You can use feedback mechanisms currently used within the organisation, modify
existing mechanisms to assist in gathering necessary information, or create your own.
a. Success of your menu against dietary goals for the customer group
nominated in Task 2.1
6. Save your feedback results and analysis locally as “Menu 2_Feedback analysis”.
You will need to refer to it to respond to questions in Task 2.6.
7. Submit the following to your assessor together with the project.

2.5_Menu2 Feedback Analysis
 Write your response to the following based on your analysis of feedback in Task 2.5.
Collect E-mail address from customer

Phone number of customers
What methods/techniques did you use to
Address of customer
obtain feedback Family size of customer
Religious and culture of the family and so on
Complaint box
By calling customers
Who did you seek feedback from By E-mail inbox related to appreciation or complaint
Any suggestions from customers
Yes
Did you achieve the dietary goals you set
in Task 2.1
No
Which menu items did not meet dietary
goals
Not applicable beacause all the menus are according to the

customers need.
Briefly explain why you think menu items
did or did not meet dietary goals
Eggs beans green vegetables

Not applicable
Customers are satisfied with menu items because the

Briefly explain why you think customers menu item presented according to the need of customer.
were or were not satisfied with the
menu items
Changes are the regular process if your business have to
Describe the changes you would make run profitably.
to your completed menu based on the
feedback you received


Scenario: Customer group for the task are adolescents (16-18) and defence forces
with a capacity of 500 in house guest at a training facility. You are to prepare three
service style menus (breakfast, lunch, dinner) for a day for the above-mentioned
group. Your menu must incorporate the following: Nutritional requirements,
portion size, high carbohydrate, high or low energy, high or low protein, high
fibre, lacto ovo. Three members of the force are diabetic, and you must prepare a
menu to suit their daily intake of energy levels.
5 Write your responses for the following

Customer group (If different to the I will make menu on same scenario
What are their dietary and/or cultural Because there are adolescent customers are high in range they
requirements? (If different to the above people are required more energy and nutritions required so we
given in the scenario) have to consult with Dietitian. Because there are 3 members
having diabetes so we have to consult with doctor for their
menu.
What sources of information did you use Dietitian and about the problems of customers health related
to determine these requirements issues
Whom did you liaise with to identify and Dietitian, Doctor, Health related personals employed in
confirm customer requirements restaurant and also with customers about their allergies from
any food item
What would the health consequences (if Legal action would be taken against the employee and
any) be if you ignored the special employer also according to the Australian law and you will
dietary requirements of this customer have to pay huge fine for your ignorance
group
What goals(s) would you set for your Planning is the most important in any business and to change
menus based on the information you’ve the diets according to the customers to meet the goals and the
researched about your customer group. profitability of your restaurant
That is, what are you hoping to
achieve
by planning and documenting a meal
plan and menu
template.
1. Refer to the Daily meal plan and checklist (Template- MENU 3 DAILY MEAL PLAN CHECK
LISTS).
2. Complete the meal plan for each menu item (breakfast, lunch and dinner) for any day
of the week.
4. Submit the following to the assessor together with the

project. Menu 3 overview
 Menu 3_Daily meal plan to your assessor.

task
1. Refer to the Menu costing template (Template- MENU 3 COSTING).
2. Select a day from the menu developed in Task 3.3.
6. You must complete one menu costing table for atleast two menu item.
8. Save your completed costings as Menu 3_Menu costing and submit it to your assessor
together with the project

a. Success of your menu against dietary goals for the customer group nominated
in Task 3.1

8. 3.5_Menu3 Feedback 1
3.5_Menu3 Feedback
Analysis
Customer service there are many different ways

What methods/techniques did you use to to collect customer satisfaction data to
obtain feedback customers are within your dish. Most give
customers a range of options about the meal
wheteher they recommended it to friend and
provide opportunity.
Customers
Yes, I did
in Task 2.1
Selmon and vegetables peties

goals
It is unprofitable
Cheese Veg (MIX) with Curd

Mini Muffin
Because it was too Sweet

Briefly explain why you think customers
menu items
We change delivery items and its Sugar free Muffin
Describe the changes you would make


to undertaking this assessment. Although a spe cific number is not specified,
the group size must be substantial enough to replicate realistic workplace
demands of a senior cook, chef, catering supervisor or manage. You also have
the option to choose the below scenario rather than selecting your own
Scenario: You are to prepare a menu for a Kosher wedding function with guest
numbers of 200. Five guests for the function are obese and you are to prepare a
menu to accommodate their needs. The five guests are also on medication for their
weight problem, hence careful consideration must be undertaken with the
planning of the menu. Criteria’s to consider when planning the menu are:
 Kosher wedding function menu to include a 4-course menu with each course
to include two options.
 Menu for the five obese guests also a 4 course
 Kosher wedding cake
Customer group (If different to the Menu for 200 Children and are some miner health
above given in the scenario) problems.
What are their dietary and/or cultural Kosher required dish
requirements? (If different to the above Nutritional dishes and vitamins rich dishes
given in the scenario) according to the age of the Children also taken into
consideration 4 persons who are having medication
problems
What sources of information did you use Parents
to determine these requirements Customers having allergy or under meditation
And health expert.
Whom did you liaise with to identify and Parents and detrition
What would the health consequences (if Parents can complaint and take action according to
any) be if you ignored the special the Australian Law
Group
What goals(s) would you set for your Kosher
menus based on the information you’ve Detritions
researched about your customer group. Medical expert
That is, what are you hoping to Customers having medical problems
achieve
by planning and documenting a meal Menu planed taken into consideration 200 children
plan and menu of different age ,meal plan after consulting with
medical expert.

template.
1. Refer to the Daily meal plan and checklist (Template- 4.3_MENU 4 DAILY MEAL PLAN
CHECK LISTS)
2. Complete the meal plan for menu items (Starters, iEntrée, Main Course and Dessert)
for the four-course menu.
4. Save your completed meal plans as Menu 4_Daily meal plan.

 Menu 4 overview
task
6. You must complete one menu costing for atleast one item per course.

3. Monitor the performance of the menu by obtaining feedback from customers

or others by using at least two of the methods listed in
existing mechanisms to assist in gathering necessary information, or create your
own.
Provide Dedicated Customer Feedback Forms on Your

Site.
Measure Your Customer Service Performance.
obtain feedback Call Your Customers Regularly.
Use Email Surveys For New Customers.
Monitor Social Channels.
Customers
Yes
in Task 2.1
Bread , Chicken Sandwich

goals
Because it does not meet nutritional requirements.

Chicken and tofu curry on rice

Bread and cheese sandwich

Because it does not meet nutritional requirements.

menu items
I will offer gluten free meal instead of Bread chicken
Describe the changes you would make Sandwich.


to undertaking this assessment. Although a specific number is not specified,
the option to choose the below scenario rather than selec ting your own.
Scenario: You are a hospitality consultant and have been approached to

prepare a menu for a restaurant which is focusing on vegan and vegetarian
market. You also need to consider international tourist as part of expected
cliental due to the geographical location of the business. Your menu is to also
include gluten free and non-sugar sweeteners.

Customer group (Id different to the In this scenario we also taken into consideration other than
above given in the scenario) vegan customers because they are from different cultures and
also from different countries.
What are their dietary and/or cultural Dietry requirements can be confirmed from dietitions/cultural
requirements? (Id different to the above requirements can be confirmed from individuals
What sources of information did you use Ask customers there special requests and requirements
Whom did you liaise with to identify and Detritions and customers
What would the health consequences (if Not at all
any) be if you ignored the special
Group
What goals(s) would you set for your Meal plan is planed according to the number of customers
menus based on the information you’ve who like vegan and then pln nos acc to there cultures by
researched about your customer group. asking and taking orders from them. Then tell to your
That is, what are you hoping to supervisors abour recipies required. To achieve the goal.
achieve by planning and documenting
a meal plan and menu
1. Refer to the Menu overview document (Template- MENU OVERVIEW).
religious requirements identified in Task 5.1 for your Ala carte menu.
template.
1. Refer to the Daily meal plan and checklist (Template- 5.3_MENU 5 DAILY MEAL PLAN
CHECK LISTS).
2. Complete a meal plan for your Ala carte menu (At least eight menu items) as per your
menu overview from Task 5.2
3. Complete the meal plan for the Ala carte menu items for at least eight dishes.

 Menu 5 overview
task

3. Monitor the performance of the menu by obtaining feedback from customers

or others by using at least two of the methods listed in
existing mechanisms to assist in gathering necessary information, or create your
own.

Complaint box
Feedback register
From email
obtain feedback From social media
From customers directly
Customers
Yes
in Task 2.1
Bread and Cheesse sandwhich

goals
Because this is not full filling dietry requiremets of

customers
Beans
Mushrooms
Mix veg
Small Fish
Because it doesn’t complete dietary requirements

menu items
I will change the menu according to the customers need
Describe the changes you would make which can full fill their dietary requirements


to undertaking this assessment. Although a specific number is not specified,
the option to choose the below scenario rather than selecting your own.
Scenario: You are working as a chef manager in a private hospital. The menu for the
inhouse patients is under review as per instructions from the board of directors, with
the focal part of discussion being food cost. You must also remember, that you
are to prepare food for a wide range of patients’ needs according to the
instructions from the doctor. You have noticed that, there has been an increase in
patient intake from the following customer groups: athlete, ill or injured and
infants. You are to prepare one seven-day cyclic menu which incorporates all of
the above-mentioned customer group. You are to make assumptions with the illness
or reasons for their admittance in the hospital. You must confirm this with your
trainer and get prior approval for the same. The menu items can be prepared by the
following format:
Breakfast: 3 options (1 for each customer group)
Morning Tea: 3 options (1 for each customer group)
Lunch: 3 options (1 for each customer group)
Afternoon Tea: 3 options (1 for each customer group)
Dinner: 3 options (1 for each customer group)

Customer group (If different to the Age factor, disease, allergy from food, culture, religion and
above given in the scenario) any other allergies confirmed from doctor
What are their dietary and/or cultural Vegan and vegetarian for hindu patients
requirements? (If different to the above Kosher for muslim patients
What sources of information did you use Doctor recommendation
Whom did you liaise with to identify and Doctor and detrition
What would the health consequences (if No
any) be if you ignored the special
group
What goals(s) would you set for your Plan the number of patients who are vegans and then count
menus based on the information you’ve the number of patients who are muslims or from other
researched about your customer group. religion
That is, what are you hoping to
achieve
by planning and documenting a meal
plan and menu

1. Refer to the Menu overview document (Template- MENU OVERVIEW).
template.
1. Refer to the Daily meal plan and checklist (Template- DEVELOP MEAL PLAN AND CHECK
LIST)
2. Complete a meal plan for each day of the week for the first week of your menu as per
your menu overview from Task 6.2.
3. Complete the table for each menu item (breakfast options, morning tea, lunch
options, afternoon tea and dinner options) for each day of the week.

 Menu 6 overview

task
1. Refer to the Menu costing template (Template- COSTING)
3. Calculate the portion yields and costs of all ingredients required to prepare
and produce all menu options offered on your selected day.
4. Calculate other expenditure items used in the preparation or service of the

menu item.
5. You must complete one menu costing table for at least one menu item.
8. Save your completed costings as Menu 6_Menu costing and submit it to

your assessor together with the project

a. Success of your menu against dietary goals for the customer group nominated
in Task 6.1
8 Submit the following to your assessor together with the project.

Allied health professionals, Patients, attendants of

patients
Nurses and Doctors
obtain feedback Para medical staff
Or directly asking some question from patients
Guardian and Doctors
Nutritionist
Who did you seek feedback from Allied health specialists
Yes
in Task 2.1
No
goals
Not applicable
Liquid diet
Not in a menu
No
menu items
Changes not required
Describe the changes you would make
To be completed by the assessor.
Marking guide - Project

Page 65 of
Menu 1 Menu 2 Menu 3 Menu 4 Menu 5 Menu 6
Did the learner successfully demonstrate Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory If not satisfactory please comment
evidence of their ability to do the
following? Yes No Yes No Yes No Yes No Yes No Yes No
Identified the dietary, cultural and religious
menu requirements of different customer
groups.
Liaised with other professionals as listed
below to identify and confirm customer
requirements.
 Allied health professional
 Dietitians
 Medical specialists
 Nutritionists
Considered the input of health and other
professionals in the menu-planning process.
Confirmed health consequences of ignoring

special dietary requirements of customers.
Selected a variety of suitable foods and
meals for specific requirements.
Identified appropriate combinations of

food to meet macro- and micronutrient
requirements.
Developed and wrote menus and meal plans

that promote good health and reduce the
incidence of diet-related health problems.
Used planning and organisation skills to
complete menus within commercial time
constraints.
Prepared cyclic menus and balanced

nutritional requirements and variety.
Assess contemporary dietary trends and

regimes
Incorporated sufficient choice of dishes
into the menus.
Calculate following expenditure items to

determine production costs of the menus
 ingredients
 labour
 operational costs of the kitchen
 wastage
Used correct terminology in menus and
meal plans.
Calculated portion yields and costs from

raw ingredients
Assess cost-effectiveness of proposed dishes

against budgetary constraints and choose
products that provide high yield.
Seek feedback from customers and

others and use to improve menu
performance
Analyse the success of special menus
against dietary goals and customer
satisfaction
Adjust menus based on feedback and

success
Used appropriate oral communication

skills to seek feedback.

Student Detail
Student Id: THM190226
Student Name: Amanpreet kaur
Group No:
Assessment Details
Unit of Competency SITHKOP004 Develop menus for special dietary
requirements
Assessment Method Written Test
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
checks
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................

Page 72 of
Assessment Method 3: Written Test

 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.
 Use must use only BLUE OR BLACK PEN to complete this assessment task including
your assessor will mark the assessment as “Not Satisfactory”
Resources required:
 Computer with internet connection to refer to various resources.
 Didasko Learner Guide- Unit – SITHKOP004 – Develop menus for special
 Student Guide and a pen (organized by the student).

via the internet
Recommended time to complete the assessment: 2 hours
- You are required to submit a completed written test.
hard copy must discuss and agree the format with the assessor prior to the
Page 74 of
deadline
- Your assessor will record the assessment outcome on the assessment cover sheet.
Page 75 of
SECTION 1: IDENTIFY THE DIETARY AND CULTURAL MENU REQUIREMENTS OF
CUSTOMERS
1. List ten things that can influence our food and beverage choices.
ANSWER1
1. Taste
i. Mood
ii. Gender
iii. Age
iv. Socio economic status
v. Available time
vi. Health consciousness
vii. Family background
viii. Habbit
ix. Culture religion and price
2. Identify FOUR different customer groups you’re likely to cater for when developing menus for
special dietary requirements.
ANSWER2
i. Religion and culture

ii. Age factor
iii. Allergic reactions
iv. Food intolerance
3. List the five Dietary Guidelines for Australians.

ANSWER3
Guideline 1: choose the right amount of nutritious foods and beverages

Guideline 2: eat from the five food groups everyday
Guideline 3: limit unhealthy foods and drinks.
Guideline 4: encourage, support and promote breastfeeding.
Guideline 5: care for your food
4. Explain how to take responsibility for determining the dietary requirements of a child,
adolescent or adult.
consider their age, height, weiht level of activity
ANSWER4
follow the dietry guidelines for Australian and the RD I’s/EER’s provided by the NHMRC lies with other
health proffesionals or
parents.
5. Which lunch would suit a customer who requires kosher food? State why the other two meals would
be unacceptable.
Pea and ham soup with green salad
ANSWER5.
Ham isn’t a kosher food
Cream of chicken soup and a grilled cheese sandwich
it’s not kosher to eat. Milk and Meat together in a soup also the cheese couldn’t contain rennet which isn’t kosher
Lentil soup with brown rice and a green salad
This meal would suit the customer
6. Which dinner would suit a customer who requires halal food? State why the other two meals would
be unacceptable.
Beer battered fish and chips with a green salad
ANSWER6.
Alcohol isn’t halal
Tofu and vegetable stir-fry with rice
This meal would suit the customer

Barbecued prawns, rice and steamed vegetables
Prawn are not halal
7. Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu. Vegans
ANSWER7.
vegans don’t eat animals flesh of any kind. This includes fish, shellfish, chicken, duck etc. they
don’t eat any products which
come from animals (egg, milk, butter, cheese, yogurt, cream, oils etc.)
Lacto-vegetarians
They eat products derived from milk, but no other animals flesh or product.
Ovo-vegetarians
They eat eggs, but no other animal flesh or product
Lacto-ovo vegetarians
They eat milk products and eggs, but no animal flesh of any kind
8. You’re cooking for a customer with coeliac condition. What must you avoid using when
preparing your dishes?
ANSWER8
Avoid gluten and all ingredients that contains it.

9. You’re cooking for children at a boarding school. Three of them have diabetes. Describe three
ways you help them control their blood glucose levels.
ANSWER9.
i. Foods in added sugar with alternative sweetners instead of sugars

ii. Meals based on high fiber carbohydrates such as vegetables, legumes, beans, fruits
iii. Meals and protein food which are low in saturated fat
10. Define the term ‘drug-food interaction’.
ANSWER10.
drug food interactions is when your food and medicine inerfear with one another
11. Define the term ‘food allergy’.
ANSWER11.
food allergy is an abnormal immune responseto food. The symptomsof the allergyc reaction
may range from mild to serve.
12. Define the term ‘food intolerance’.
ANSWER12.
food intolerance is a food hypersensitivity and difficult on digestion certain foods

13. You’re cooking for children on a sports camp. Some of them have allergies. Identify five
ingredients which commonly cause allergic reactions.
ANSWER13.
i. eggs
ii. nuts
iii. Sea food
iv. Seasame oil
v. gluten
14. Describe seven symptoms a customer with allergies could experience if you completely ignore
or fail to adequately address their special dietary requirements.
ANSWER14.
i. swelling
ii. nausea
iii. Rapid pulse
iv. Internal blending
v. itching
vi. death
vii. diarrhea
15. State one culinary term or trade name for the following food additives and preservatives.
ANSWER15.
Flavor enhancers
Glutamates
Antioxidants
Gallates,butylated hydroxyaniasole
16. Explain the roles of the food additives below.
ANSWER16.
Artificial colours
Enhance presentation,and color
Preservatives
Help to keep the food fresh longer
17. State the legal consequences of failing to address customers’ allergies, intolerances or
sensitivities.
ANSWER17.
failure in address special customers requirements could result in civil or criminal
action againstyou and your employer
Read and interpret the ingredients on the food packaging label. Use the information in it to answer questions
18 to 24.
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic,
coriander, chillies, cumin, corn starch, herbs, spices, water
18. Is this product kosher?

ANSWER18.
not at all
19. Is this product OK for customers with gluten allergies?

ANSWER19.
yes
20. Is this product OK for customers with peanut allergies?
ANSWER20.
no
21. Is this product OK for customers with soybean allergies?
ANSWER21.
no
22. Is this product OK for vegans?
ANSWER22.
yes
23. List five people you can liaise with to identify and clarify customer requirements.
ANSWER23.
i. Family culture and religion

ii. dietrition
iii. doctor
iv. Allied healh proffessional
v. Askin customers about any allergy
24. State four communication skills you would use during the menu-planning process to invite the
input of health and other professionals and determine the diet requirements of customers.
ANSWER24.
i. Ask question
ii. Listen actively
iii. Parasphrase and ask more more questions
iv. Confirm you’ve understood.
v.
25. Which contemporary dietary trends and regimes would you say are suitable for these
customers?
A customer experiencing symptoms of food allergies or intolerances
ANSWER 25
Elimination
A customer being treated for obesity
ANSWER26.
Liver cleasing, low carbohydrates, low fat and low cholesterol, vegetarian
A customer building muscle and endurance
Low kilojoule
26. What customers is a low-kilojoule diet definitely NOT suitable for unless the person is under
medical supervision?
ANSWER26.
for consumers under 21 and pregnant women.
27. It’s important to continually seek information on emerging dietary trends. List three ways you could
research them.
i. Internet
ii. Learn about Nutritional requirements
iii. Following restrictions recommended by health care professionals.
SECTION 2: DEVELOP MENUS AND MEAL PLANS FOR SPECIAL DIETS
1. You must be able to manage yourself and take responsibility for the design of menus and meal
plans. State the steps you would take to develop and write a menu or meal plan.
SOLUTION1
Consult with health and other professionals to evaluate diet related health problems
List all of your dish ideas on paper
2. Explain four ways to provide variety in cyclic menus.
SOLUTION2
i. Lengthen the cycle

ii. Add interest to the general menu
iii. Specials can supplement the cyclic menu
iv. special dishes can also be used to take advantage of low cost, or leftover produce.
3. When developing meal plans and menus, you must be able to create meals which contain appropriate
combinations of foods to meet macro- and micronutrient requirements. Identify the four
macronutrients to keep in mind.
SOLUTION3
i. Water
ii. Protein
iii. Fat
iv. Carbohydrates
4. There are three categories of carbohydrates. What are they?

5. SOLUTION1
i. charades
ii. Disaccharides
iii. Polysaccharides
6. List five water-soluble vitamins our body requires.
SOLUTION6
i. Calcium(ca)found in teeth,bones and nails

ii. phosphorus
iii. potassium
iv. sodium
v. Magnesium ,iron
7. List two fat-soluble vitamins we require.

SOLUTION7
i. Vitamin A
ii. Vitamin D
8. List six minerals and trace elements we require.
SOLUTION8
i. Calcium(ca)found in teeth,bones and nails

ii. phosphorus
iii. potassium
iv. sodium
v. Magnesium ,
vi. iron
vii. manganese
viii. copper
ix.
x.
9. Identify the five categories of foods which contain the nutrients we need to promote good health
and help us avoid dietary disease.
i. Vegetables and legues

ii. fruits
iii. grains
iv. Lean meats
v. Dairy and alternatives
10. You should select meals which meet a wide variety of macro- and micronutrient requirements.
What kinds of meals are best suited to this?
SOLUTION10.
Green salads
fruit salads
farinaceous salads
soups
Casseroles
___________________________________________________________________________________________________
11. Explain how you would incorporate sufficient choice in a cyclic menu
.
SOLUTION11.
Provide a variety of dishes for customers to experience or choose from throughout the cycle period.
Providing at least two different options for each meal is ideal.

Remember to create culinary and nutritional balance throughout each day.
12. Explain how you would incorporate sufficient choice in an à la carte menu.
SOLUTION12.
label the meals on the menu vegetarian (V), vegan (VG), gluten-free (GF) and dairy-free (DF).
Ensure you have two choices for each.
Rotate daily specials to provide for customers with special dietry requirements.
13. Remember, your customer’s health is your responsibility! List seven foods you should
limitwhen developing menus and meal plans to reduce diet-related health problems.
SOLUTION14
i. Desserts (cake, ice cream, pastries, biscuits, pies)

ii. Fast foods (burgers, pizzas, chips, chicken nuggets, fried foods)
iii. Savory snacks
iv. Possessed meat
v. Sports drinks
vi. Energy drinks
vii. Soft drinks
14. You sometimes need to select suitable foods to use as substitutes when meeting customers’ specific
requirements.
Next to these three ingredients, state an equivalent ingredient you’d replace it with to address the needs
of a customer on a low-fat diet.
SOLUTION14
Pouring cream
Soy milk and olive oil
Sour cream
Crème fraiche
Coconut cream
Silken tofu and soy milk
15. List two suitable substitutions for the following ingredients to meet the requests of a lactose
intolerant customer.
SOLUTION15
Butter
i. Extra virgin olive oil.
ii. Fruit purees
Milk
i. Rice Soy milk
ii. Lactose free cows milk
Yogurt
i. Least amount of lactose
ii. Cows milk yogurt
16. Identify four cooking methods you could employ to maximise nutritional value in food.
SOLUTION16
i. Serve it raw
ii. Start in a boiling water
iii. Braise and stew
iv. Choose the right cooking method.
17. Which preparation method maximises nutritional value in fruits and vegetables, a. or b.?
SOLUTION17.
A Washing correct
B Peeling
18. Describe how to safely store food to retain nutrients and avoid contamination.
SOLUTION18.
keep high risk-food at 5 C or below or above 60 C to avoid the temperature danger zone.
keep high risk-food at 5 C or below or above 60 C to avoid the temperature danger zone.
Store raw foods below cooked foods
Store food in suitable, covered containers
SECTION 3: COST AND DOCUMENT SPECIAL MENUS AND MEAL PLANS
1. Identify ten expenditure items you’d need to accurately calculate to determine production costs of
menu items.
i. Main ingredients
ii. Garnishes
iii. Accompanies
iv. Condiments
v. Seasoning
vi. Decorations
vii. Cooking oil
viii. Electricity
ix. Labor costs
x. Taxes
2. List the three standard measures you would use when itemising ingredients and calculating portion
yields and/or costs from raw ingredients. Provide an example of each one.
i. What’s the usage % The percentage of an item that I need for the recipe. The actual cost of that
given item for the quantity needed for that recipe. The yield % Help you calculate the amount of
the ingredients needed for that recipe.
ii. ACORDING TO RECIPIE QUANTITY
iii. ACORDING TOAND TAKEN HEALTH OF CUSTOMERS
3. You buy 10 kg potatoes. After washing, peeling and trimming them you have 9.5 kg left.
Calculate the yield % of the potatoes. State the formula you used. Show how you arrived at this figure.
FORMULA IS UNDER
The potatoes = EP/APx100=9.5/10x100=95%
Use this information to answer questions 4, 5 and 6 regarding the butcher’s yield test on turkey.
As Purchased Quantity (APQ) 20 kg
Edible Portion Quantity (EPQ) 12 kg
Usable trim weight 5 kg
Waste trim weight 3 kg
4. Calculate the yield % of the turkey. State the formula you used. Show how you arrived at this figure.
As purchased quantity (APQ) 20 kg
Edible portion quantity (EPQ) 12 kg
5. Calculate the usable trim % of the turkey. State the formula you used. Show how you arrived at this
figure.
As purchased quantity (APQ) 20 kg
Edible portion quantity (EPQ) 12 kg
6. Calculate the waste % of the turkey. State the formula you used. Show how you arrived at this
figure.
As Purchased Quantity (APQ) 20 kg
Edible Portion Quantity (EPQ) 12 kg
Waste trim weight 3 kg

7. Use the information to calculate the actual cost of the zucchini.
State the three formulas you used and the steps you took to arrive at this cost.
Ingredients Quantity Unit Purchase Purchase Cost

unit unit price Yield Total cost
Zucchini 300 G 1 kg $5.95 95% $1.78
Formulas:
i. Unit price cost yield total cost zucchini 300 gm 1 kg $5.9595 % $1.78
ii. Quantity required/yield % = purchase weight
300/95%= 315.79g
Purchase weight/1000g* 100+31 .58%
iii.
8. List three ways you can get the necessary technological skills to calculate yield and costs from
raw ingredients using computers and software programs.
i. Use excel spread sheet to update standard recipe

ii. Attend in house workshops or training sessions to hone your computer skills.
iii. Practice
9. Calculate the profitable selling price of a dish with a food cost per portion of $8.25 and a
standard food cost percentage of 25%.
State the formula you used. Show how you arrived at this price.
Formula : Food cost portion multiply by 100 divided by standard food cost % =
Selling price
8,25 multiply by 100 divide by 25%
8,25 multiply by 0,25 = 33,00
Assess the cost-effectiveness of these proposed dishes. Use the table to answer questions 10 and 11.
Dish name Section Portion Food Food cost Raw selling Adjusted
size cost/portion % price selling price
Brandy
Pâtissier Dessert $2.11 22% $9.59 $9.50
custard
Éclairs Pâtissier Dessert $3.08 32% $9.62 $9.75
Chocolate
Pâtissier Dessert $1.58 17% $9.29 $9.50
cake
10. You need to adjust your menu so it includes high yield desserts. Which dessert would you choose?
Chocolate cake
11. Identify the least profitable menu item, which should definitely be excluded.
Éclairs
12. You need to assess cost-effectiveness against budgetary constraints. List four things to keep in mind
when setting prices.
i. Service style, menu price structure, competeition and target market

ii. profitability
iii. Customer satifaction
iv. At least 35% profit should be after all expenditures
13. You’re documenting a vegetarian menu item: spinach and ricotta lasagne. List seven dish
characteristics you could use in the menu description. Provide an example of the terminology you’d
use for each one.
i. Key ingredients (eg) spinach, ricotta lasagna

ii. Special quality ingredients for eg free range organic.
iii. Geographical descriptors for eg localy grown, gips land cream
iv. Application of sauces and garnishes for eg sprinkled with dusted with drizzled
v. Cusine style
vi. Cooking method (eg) cazune spices, mediterranean vegetables.
vii. Texture
14. Identify two ways you can use technology to help you write comprehensive meal plans and menus.
i. Make sure the spell checker is set to English (Australian)

ii. Use food dictionaries to assist with words you are not sure about.
SECTION 4: MONITOR SPECIAL MENU PERFORMANCE
1. Identify four ways you can get ongoing feedback from customers and others to improve menu
performance.
i. Talk with customers, allied health professionals, dieticians and medical specialists to check that
they’re satisfied.
ii. Conduct customer group satisfaction surveys.
iii. Discuss customer satisfaction issues with employees during the course of each business day.
iv. Lis ten to improvements suggested by customers, managers, peers, staff, supervisors, suppliers.
2. List three ways you can analyse customer satisfaction with menu items.
i. Sales data.
ii. Customer surveys.
iii. Sales data.
3. Explain how to analyse menu success against profitability.
Use sales analysis. Record your food related purchases and sales for each week, keep track of your overall food
cost percentage on weekly monthly basis, check you overall food cost percentage at the end of every week.
4. Describe what you can do to make sure your menu meets customers’ dietary goals.
Look at the feedback that you have received, so from there you can remove items which are impopular from the
menu replace them with more popular ones. Improve menu items according to consistent customer feedback
classify dietry goals, particularly if you work with captive audience so you can make sure you meet the specific
dietry requirements of different customers.
5. What should you do if menu items are unprofitable?
If the menu items are unprofitable, take corrective action and adjust the menu.
Page 103 of
Change prices or choose menu items that provide high yield and are more profitable to replace the unprofitable
dishes.

Page 104 of
6. Explain three ways you could adjust menus based on feedback and success.
i. Remove menu items that are unpopular and replace them with more popular ones trailed as
specials.
ii. Improve menu items according to consistent customer feedback so you’re continuously
Improving dishes.
iii. Change prices of unprofitable menu items so that they’re more profitable.
Appendix 1
Special dietary requirements
Eating regimes (elimination, macrobiotic)
Exclusions for allergies, contraindications with medicines or food intolerance Fat-
free
Fluids
Food preferences
Food restrictions
Gluten-free
High carbohydrate
High or low energy
High or low protein
High fibre
Lacto-ovo
Low carbohydrate
Low cholesterol
Low fat
Low gluten
Low kilojoule
Low sugar
Modified sodium or potassium
Modified texture
Nutritional requirements
Portion size Substitutes:
Gluten-free flour
Yeast-free flour
Non-sugar sweeteners
Sugar-free
Type one and two diabetes
Cultural or religious dietary requirements

Halal
Hindu
Kosher
Vegan
Vegetarian
Customer groups addressed
Adolescents
Athletes
Children
Defence forces
Elderly
Health care
Ill or injured
Infants
International tourists
Nutritional and energy requirements due to physical condition People
in areas affected by disaster or environmental extremes People from
different socio-economic groups
People in remote areas
Underweight persons
Overweight persons
Obese
Methods of evaluation
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.
Satisfaction discussions with:
customers
allied health professionals
dietitians
medical specialists
Seeking staff suggestions for menu items

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SITHKOP004 - DEVELOP MENUS FOR SPECIAL DIETARY REQUIREMENTS

Develop menus for special dietary requirements

Student Assessment Guide

This page is intentionally left blank

SITHKOP004 Student Guide Version: 2.2 Date Created: July 2017

Student Signature: Date:

ASSESSMENT RECEIVED BY TIV Staff

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

TIV Staff Name: Student ID: THM190226

To be fill by the Student

Assessor Use OnlyFirst attemptRe-SubmissionLate Submission

Unit Outcome:  Competent  Not Yet Competent

Student’s Signature: Assessor’s Signature:

Administrative Use Only

Name: Signature Date

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:

 Generic Instructions to students on assessment method

SITHKOP004 Student Guide Version: 2.2 Date Created: July 2017

Learning skills to:  continually research information on emerging dietary trends.

Other professionals must include the appropriate: allied health professionals

Expenditure items must include: ingredients

culinary terms and trade names for:

Context and conditions for assessments:

Assessment Assessment description Due Location of

Outline of evidence to be collected:

 Completed knowledge test and submit to your assessor.

 Developed and costed six menus or meal plans

 Completed written test and submit to your assessor.

Administration, recording and reporting requirements:

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

Recording an assessment result:

Retaining assessment records:

For assessment methods:

Student access to records:

Reasonable adjustments and special learning needs:

Any adjustments made must:

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

Complaints and appeals:

Plagiarism, cheating and assessment dishonesty:

I Asmanpreet Kaur Student Name)have read and understand the

Student signature: ............................................................... Date: ....../....../.......

Date: ................................................................ Date: ..............................................................

Planning the assessment

7. What does a well-developed menu or meal plan do?

8. What should you keep in mind when preparing cyclic menus?

Date: ................................................................ Date: ..............................................................

SITHKOP004 Student Guide Version: 2.2 Date Created: July 2017

Instructions for students:

Planning the assessment

SITHKOP004 Student Guide Version: 2.2 Date Created: July 2017

1. You must read the “SITHKOP004_Background information” document – Appendix 1

7. Menus or menu plans must:

11.Additional instructions given under each task separately.

Task 1.1: Identify the dietary and cultural requirements of customers

1. Select a customer group for your cyclic menu.

2. Customer groups could relate to your workplace or training environment or could

3. Identify the dietary and cultural requirements of your customer group.

5. Write your responses for the following

Task 1.2: Document the Menu Overview