Professional Documents
Culture Documents
Student ID:
Date of submission:
Group no.
This assessment booklet has been designed for students undertaking face-to-face mode of study to provide information before you undertake these
assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or work based.
Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your
assessor.
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:
Purpose of assessment
Assessment tasks
Administration, recording and reporting requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention
PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment task. In each assessment task, students will find the
following information:
Task instructions.
Role play / Practical Demonstration information.
PART 1
Assessment Information
This unit describes the performance outcomes, skills and knowledge required to develop menus and meal plans for people who have special dietary needs for
health, lifestyle and cultural reasons. It requires the ability to identify the dietary requirements of customers, develop special menus and meal plans to meet
those requirements, cost menus and to monitor and evaluate the success of menu performance.
The unit applies to all hospitality and catering organisations that prepare and serve food. This includes hotels, clubs, restaurants, educational institutions, health
establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and function caterers.
It applies to those people who operate independently or with limited guidance from others such as senior cooks, chefs, catering supervisors and managers.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITHKOP004- 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.
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
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
lactoovo
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:
Angad Institute will conduct assessment for this unit in its simulated environment Located at 501, La Trobe street, VIC
Angad Institute 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.
Knowledge assessment for this unit will be conducted inAngad Institute classroom.
All the Assessors assessing the learners in this unit strictly satisfy the requirements specified in Standards for Registered Training Organisations’
requirements for assessors
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
- Australian Training Product/learner guide for unit SITHKOP004
- Access to Angad Institute simulated environment with access to equipment and documents defined in conditions of assessment above.
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be deemed ‘Competent’ (C) in this unit, you must complete all of the assessment tasks satisfactorily. Students with unsatisfactory completion of any of the
assessment tasks will be deemed ‘Not Yet Competent’ (NYC).
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 the satisfactory result for any of the assessment tasks in 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 Institute’s Re-Assessment Policy and Course Progress Policy.
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified in the session plan.
This will demonstrate that you have all the required skills and knowledge for this unit.
Assessment Task 1 Completed knowledge test with questions answered and submit to
(AT1) – Knowledge your assessor electronically or paper-based.
Complete and sign the cover sheet for assessment task.
Test
Assessment Task 2 Answer all questions correctly in the Written Knowledge Questions
(AT2) – Worksheets and submit to your assessor electronically or paper-based.
Complete and sign the cover sheet for assessment task.
Satisfactorily completed all tasks
Assessment Task 3 Completed Appendix 3
(AT3) – Projects Completed Appendix 4
Completed Appendix 5
Menu 1_Feedback analysis
Menu 1_Feedback example 1
Menu 1_Feedback example 2
Completed and signed the cover sheet for assessment task
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:
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. They must also be written in legible and clear hand writing. If you chose to type your answers, you must
submit a hard copy of your responses to your Trainer and Assessor.
You must submit all assessments on or before the due date specified by the assessor as per the training plan.
Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide
genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an
extension, you must speak to your assessor prior to the due date.
You are permitted to use dictionaries 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.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you. On rare occasions, in case assignments are lost in
the system you may be asked to provide a copy of your work.
Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be
approved by the course coordinator.
Assessors will check that you have completed the student declaration prior to filling out the assessment sheet.
All assessment records submitted to the assessor for marking will be stored and retained properly. And a hard copy submitted to student administration for filing
along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the Angad Institute record control policy accessible by the Student
Administration Officer.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience).
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 Angad Institute Re-Assessment Policy and Angad Institute Course Progress Policy.
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed the task successfully, submitted all
evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.
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 Angad Institute Re-Assessment Policy and Angad Institute 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.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor.
Angad Instituteworks to ensure that students with recognized 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.
Where pre-training interviews 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.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be given to you at the completion of the
assessment.During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the
assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on
your submission. The task specific detailed feedback will be reflected in the assessment task coversheet.
STUDENT ASSESSMENT AGREEMENT
Make sure you read through the assessments in this Student Assessment Booklet before you fill out and
sign the agreement below.
If there is anything that you are unsure of, consult your assessor prior to signing this agreement.
Have you read the assessment requirements for this unit? Yes No
Do you understand the requirements of the assessments for this unit? Yes No
Do you agree to the way in which you are being assessed? Yes No
Do you have any specific needs that should be considered? If so, explain Yes No
these in the space below.
Do you understand your right to appeal the decisions made in an assessment? Yes No
Student ID:
Student’s Signature:
Date:
Assessor Name:
Assessor’s Signature:
Date:
PART 2
Assessment tasks
ASSESSMENT TASK 1 COVER SHEET
Student Declaration
(To be filled out and submitted with assessment responses)
I declare that this task is all my own work and I have not cheated or plagiarised the work or
colluded with any other student(s).
I understand that if I am found to have plagiarised, cheated or colluded, action will be taken
against me according to the process explained to me.
I have correctly referenced all resources and reference texts throughout these assessment
tasks and this submission is based on my own research work.
This piece of work has not previously been submitted for assessment in this or any other
subject.
I give permission for my assignment to be scanned for electronic checking of plagiarism. I
understand that plagiarism and cheating is against Institution’s policy and will result in NYC
outcome
Student’s Full Name:
Student ID:
Student’s Signature:
Date of submission:
Assessor declaration
I hereby certify that this student has been assessed by me and that the assessment has been
carried out in accordance with the principles of assessment and relevant assessment procedures
Assessor’s Name
Assessor’s Signature
Date:
Resubmission Yes No
1st resubmission
Assessment Outcome:
Date of resubmission:
S: Satisfactory;
2nd resubmission
NS: Not Satisfactory; S NS NA
Date of resubmission:
NA: Not Assessed
Extension request approved Yes
(Please circle)
No
Revised date of submission
Feedback:
Student result response
My performance in this assessment task has been discussed and explained to me.
I am satisfied with the assessment decision and would not like to appeal the outcome. (If I
want to appeal, I shall get in touch with my trainer & Assessor) – YES NO
Student signature
Date
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question listedin Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- 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.
ANS d
□ Satisfactory □ Not Satisfactory
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.
(d) Suitable for all the children.
ANS a
□ Satisfactory □ Not Satisfactory
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.
ANS d
□ Satisfactory □ Not Satisfactory
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.
(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.
ANS b
□ Satisfactory □ Not Satisfactory
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.
(d) You should not be serving muesli at all. They’re allergic to it!
ANS b
□ Satisfactory □ Not Satisfactory
6. Which meal has the appropriate combination of food to meet macro- and micronutrient requirements for adults?
(a) Green salad with tomato, avocado and cucumber, 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.
(d) Pasta marinara and garlic bread, with fruit pie for dessert.
ANS c
□ Satisfactory □ Not Satisfactory
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.
(c) At least three.
(d) At least four.
ANS b
□ Satisfactory □ Not Satisfactory
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.
(c) Peeling and steaming as needed.
(d) Washing and steaming as needed.
ANS d
□ Satisfactory □ Not Satisfactory
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.
ANS d
□ Satisfactory □ Not Satisfactory
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.
(b) Purchase weight ÷ purchase unit x 100 = actual food cost.
(c) EP ÷ AP = actual food cost.
(d) Quantity required ÷ yield % = actual food cost.
ANS d
□ Satisfactory □ Not Satisfactory
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.
(d) The menu items with the highest food cost percentage.
ANS a
□ Satisfactory □ Not Satisfactory
14. What kind of terminology should you use in your menus and meal plans?
(a) Terminology that’s descriptive yet truthful.
(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.
ANS a
□ Satisfactory □ Not Satisfactory
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.
ANS d
□ Satisfactory □ Not Satisfactory
16. What do you analyse the success of your special menus against?
(a) Profitability, dietary goals and customer satisfaction.
(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.
ANS a
□ Satisfactory □ Not Satisfactory
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.
(d) Culinary balance and nutritional balance.
ANS b
□ Satisfactory □ Not Satisfactory
ASSESSMENT TASK 2 COVER SHEET
Student Declaration
(To be filled out and submitted with assessment responses)
I declare that this task is all my own work and I have not cheated or plagiarised the work
or colluded with any other student(s).
I understand that if I am found to have plagiarised, cheated or colluded, action will be
taken against me according to the process explained to me.
I have correctly referenced all resources and reference texts throughout these
assessment tasks and this submission is based on my own research work.
This piece of work has not previously been submitted for assessment in this or any other
subject.
I give permission for my assignment to be scanned for electronic checking of plagiarism. I
understand that plagiarism and cheating is against Institution’s policy and will result in
NYC outcome
Student’s Full Name:
Student ID:
Student’s Signature:
Date of submission:
Assessor declaration
I hereby certify that this student has been assessed by me and that the assessment has been
carried out in accordance with the principles of assessment and relevant assessment procedures
Assessor’s Name
Assessor’s Signature
Date:
Resubmission Yes No
1st resubmission
Assessment Outcome:
Date of resubmission:
S: Satisfactory;
2nd resubmission
NS: Not Satisfactory; S NS NA
Date of resubmission:
NA: Not Assessed
Extension request approved Yes
(Please circle)
No
Revised date of submission
Feedback:
Student result response
My performance in this assessment task has been discussed and explained to me.
I am satisfied with the assessment decision and would not like to appeal the outcome. (If I
want to appeal, I shall get in touch with my trainer & Assessor) – YES NO
Student signature
Date
Assessment task 2: Worksheets
You must answer all knowledge questions as part of this assessment and they can submit answers in either electronic or paper-based.The assessor will verify
the authenticity of your work by asking questions regarding the answers provided. You must satisfactorily answer all Worksheet questions to be deemed
Satisfactory for this assessment.
At the end of the assessment, student will be required to submit the following evidence before the due date specified by the assessor:
Evidence submission:
Documentation can be submitted electronically or paper-based.
Assessor will record the assessment outcome on the assessment cover sheet.
Q1: List ten things that can influence customers’ food and beverage choices.
Ten things that can influence customers’ food and beverage choices are:
1. Gender of the customer.
2. Taste
3. Mood of the customer.
4. Age of the customer.
5. Family background.
6. Health consequence
7. Culture
8. Availability of time.
9. Culture
10. Expert advice.
□ Satisfactory □ Not Satisfactory
Q2: Identify five different customer groups you’re likely to cater for when developing menus for special dietary requirements.
Five different customer groups you’re likely to cater for when developing menus for special
dietary requirements are:
1. Children
2. Diabetic patients
3. Ill and injured persons
4. Athletes
5. International defence tourists.
Q4: Explain how to take responsibility for determining the dietary requirements of a child, adolescent or adult.
One must consider the age, height, weight and amount of activity.
Follow the dietary guidelines of Australia.
Consult with the health professional and parents.
The general dietary recommendations of the AHA for these aged two years and older
stress a eating regimen that in particular depends on fruits and vegetables, total grains,
low-fat and non fat dairy products, beans, fish, and lean meat.
□ Satisfactory □ Not Satisfactory
Q5: 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
It is not a kosher food.
This is unacceptable as it contains ham in it.
Q6: 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.
This is unacceptable as chips are not halal and it contains beer in it
Q7: Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu.
Vegans
They only eat vegetables ,no milk products.
Lacto-vegetarians
They eat vegetables as well and milk products derived only from milk but no other animal flesh.
Ovo-vegetarians
They eat vegetables and egg but no milk products and animal flesh.
Lacto-ovo vegetarians
They eat milk products and egg but not animal flesh/meat.
□ Satisfactory □ Not Satisfactory
Q8: You’re cooking for a customer with coeliac condition. What must you avoid using when preparing your dishes?
Q9: 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.
Q13: You’re cooking for children on a sports camp. Some of them have allergies. Identify five ingredients which commonly cause allergic reactions.
Five ingredients which commonly cause allergic reactions.
1. Gluten
2. Artificial food colouring
3. Egg
4. Acid form some fruits
5. Soya bean.
□ Satisfactory □ Not Satisfactory
Q14: Describe seven symptoms a customer with allergies could experience if you completely ignore or fail to adequately address their special dietary
requirements.
1 VOMITING
2 SWELLING OF FACE OR BODY PARTS
3 RASHES ON SKIN
4 FAINTING/FATIGUE
5 CRAMPS INTERNALLY AND EXTERNALLY
6 DIAHORRREA
7 BLEEEDING
Q15: State one culinary term or trade name for the following food additives and preservatives.
Flavour enhancers
Glutamates
Antioxidants
Gallates
Preservatives
Prevent or retard spoilage of food. It also helps to maintain freshness and consistency of the food.
Q17: State the legal consequences of failing to address customers’ allergies, intolerances or sensitivities.
The legal consequences of failing to address customers’ allergies, intolerances or
sensitivities can lead to civil lawsuit. The customer could file a lawsuit citing "emotional
distress" as their basis for taking legal action.
Q18: Read and interpret the ingredients on the food packaging label. Is this product kosher?
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water
Ans
Yes, it is kosher as there is tofu in it.
Q19: Read and interpret the ingredients on the food packaging label. Is this product OK for customers with gluten allergies?
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water
Ans
Yes, it is ok for customers with gluten allergies.
Q20: Read and interpret the ingredients on the food packaging label. Is this product OK for customers with peanut allergies?
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water
Ans
No, as it has peanut oil in it.
Q21: Read and interpret the ingredients on the food packaging label. Is this product OK for customers with soybean allergies?
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water
Ans
No
□ Satisfactory □ Not Satisfactory
Q22: Read and interpret the ingredients on the food packaging label. Is this product OK for vegans?
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water
Ans
Yes
□ Satisfactory □ Not Satisfactory
Q23: List five people you can liaise with to identify and clarify customer requirements.
1. Medical specialists.
2. Nutritionists.
3. Dieticians.
4. Religious persons.
5. Supervisor or managers.
Q24: 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.
1. Listen attentively and actively.
2. Confirm the understanding.
3. Phrase and ask more queries and questions.
4. Ask the questions and queries.
Q25: Which contemporary dietary trends and regimes would you say are suitable for these customers?
A customer experiencing symptoms of food allergies or intolerances
Elimination
A customer being treated for obesity
Low carbs, low fat, low cholesterol and low kilo- joule.
Q26: What customers should only follow a low-kilojoule diet if under medical supervision?
Customers who are under the age of 21
The pregnant women.
Q27: It’s important to continually seek information on emerging dietary trends. List three ways you could research them.
From internet
From magazines
Journals.
Task 2B: Develop menus and meal plans for special diets
Q28: 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.
Must consult with the health and other professionals to evaluate diet relation with health
problems.
List all of the ideas of the dish on a paper.
Check the physical ability.
Short list them into a draft menu.
Identify them, prepare and assess.
1. Increase the length of the cycle. A consumer may recall the 'Monday' meal, but a month-
long cycle is less likely to remember.
2. Serve the same type of food in varieties of different patterns
3. Keep changing the cooking method.
4. Vary the nutrients.
Q30: 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.
1. Fats
2. Proteins
3. Water
4. carbohydrates
Q35: Identify the five categories of foods which contain the nutrients we need to promote good health and help us avoid dietary disease.
1. Fruits
2. Grains also called as cereals.
3. Lean meat (no fat)
4. Dairy and alternatives.
5. Vegetables and legumes.
Q36: You should select meals which meet a wide variety of macro- and micronutrient requirements. What kinds of meals are best suited to this?
Q37: Explain how you would incorporate sufficient choice in a cyclic menu.
Q38: Explain how you would incorporate sufficient choice in an à la carte menu.
Consider labelling the foods on your menu vegetarian, vegan, gluten-free and dairy-free.
Ensure you have two options for each.
Rotate the daily special dishes.
Q39: Remember, your customers’ health is your responsibility. List seven foods you should limit when developing menus and meal plans to reduce diet-related
health problems.
1. Fries
2. Bacon
3. Sausages
4. Ice creams
5. Soft drinks
6. Vitamin waters
7. Food that is fried.
□ Satisfactory □ Not Satisfactory
Q40: You sometimes need to select suitable foods to use as substitutes when meeting customers’ specific requirements.
Ans
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.
Pouring cream
Milk with the starch or light cream
Sour cream
Low- fat sour cream
Coconut cream
coconut milk or almond milk with starch or light coconut cream.
Q41: List two suitable substitutions for the following ingredients to meet the requests of a lactose intolerant customer.
Butter
soy butter and almond butter.
Milk
Soy milk and oat milk.
Yoghurt
Soy yoghurt and coconut yoghurt.
□ Satisfactory □ Not Satisfactory
Q42: Identify four cooking methods you could employ to maximise nutritional value in food.
Steaming
Poaching
Braising
Stewing.
Q43: Which preparation method maximises nutritional value in fruits and vegetables, a. or b.?
a. Washing
b. Peeling
Ans
A. Washing – Washing instead of peeing helps to maximise dietary fibre of the food.
Q44: Describe how to safely store food to retain nutrients and avoid contamination.
Keep food at the proper temperature.
Keep containers, fridges and freezers clean.
Keep meals away from uncooked meat juices, cleansing products, pesticides.
Use FIFO stock rotation First in first out.
Check use by using and fine earlier than dates.
□ Satisfactory □ Not Satisfactory
Task 2C: Cost and document special menus and meal plans
Q45: Identify ten expenditure items you’d need to accurately calculate to determine production costs of menu items.
1. Seasonings
2. Garnishes.
3. Cooking oil
4. Chopsticks.
5. Sauces.
6. Cooking oil
7. Main ingredients
8. Accompaniments
9. Condiments
10. Wrapping
Q46: 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.
1. Ingredient quality: if the ingredient is now not fresh, much less is usable and yield is
lower.
2. Ingredient size: peeling smaller potatoes creates extra waste and decrease yield.
3. Staff skill: unskilled personnel create extra waste and decrease yield.
Q47: 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.
The formula to calculate yield % is (EPQ) / (APQ) x 100 = yield %.
9,5k / 10kg x 100 = 95%
Q48: Calculate the yield % of the turkey. State the formula you used. Show how you arrived at this figure.
ANS
Q49: Calculate the usable trim % of the turkey. State the formula you used. Show how you arrived at this figure.
Q50: 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
Usable trim weight 5 kg
Waste trim weight 3 kg
ANS
The formula used is Waste trim weight / APQ x 100 = waste %
Q51: 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.
ANS
Q52: List three ways you can get the necessary technological skills to calculate yield and costs from raw ingredients using computers and software programs.
Use Excel spread sheets to replace well known recipes.
Attend in-house workshops or training periods to hone your pc skills.
Practice.
Q53: 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 used is food cost per portion x 100/standard food cost % = selling price.
So the profitable selling price is
8.25 x 100/25%
Q54: You need to adjust your menu so it includes high-yield desserts. Which dessert would you choose?
Dish name Section Portion size Food Food cost Raw selling Adjusted
cost/portion % price selling price
Brandy
Pâtisserie Dessert $2.11 22% $9.59 $9.50
custard
Éclairs Pâtisserie Dessert $3.08 32% $9.62 $9.75
Chocolate
Pâtisserie Dessert $1.58 17% $9.29 $9.50
cake
ANS
Chocolate cake
Dish name Section Portion size Food Food cost Raw selling Adjusted
cost/portion % price selling price
Brandy
Pâtisserie Dessert $2.11 22% $9.59 $9.50
custard
Éclairs Pâtisserie Dessert $3.08 32% $9.62 $9.75
Chocolate
Pâtisserie Dessert $1.58 17% $9.29 $9.50
cake
ANS
Éclairs
Q56: You need to assess cost-effectiveness against budgetary constraints. List four things to keep in mind when setting prices.
Style of service
Menu price structure
Competition
Target market
Q57: 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.
Q58: Identify two ways you can use technology to help you write comprehensive meal plans and menus.
1. Use meals dictionaries.
2. Make certain the spellchecker is set to English (Australian)
Q59: Identify four ways you can get ongoing feedback from customers and others to improve menu performance.
1. Talk with customers, allied fitness professionals, dieticians and clinical experts to test that they´re
satisfied.
2. Conduct purchaser pride surveys.
3. Discuss consumer delight problems with personnel allthrough the direction of every commercial
enterprise day.
4. Hold normal group of workers conferences that contain menu discussions.
Q60: List three ways you can analyse customer satisfaction with menu items.
1. Popularity index
2. Customer surveys
3. Sales data and information
□ Satisfactory □ Not Satisfactory
Q62: Describe what you can do to make sure your menu meets customers’ dietary goals.
Q64: Explain three ways you could adjust menus based on feedback and success.
1. Remove menu items that are unpopular and change them with greater famous ones trialled
as specials.
2. Improve menu gadgets in accordance to constant client comments so
you´re constantly enhancing dishes.
3. Replace unprofitable menu gadgets with ones that grant greater yield and
are greater profitable.
Student signature
Date
You must satisfactorily complete each assessment criteria listed to be marked satisfactory
Project A- This assessment requires you to develop and cost menus or meal plans that meet different special dietary requirements of customers.
Project B- This assessment requires you to research a contemporary/emerging dietary trend or regime.
Evidence specifications:
At the end of the assessment, students will be required to submit the following evidence before the due date specified by the assessor:
- Answer all questions
- Satisfactorily completed all tasks
- Completed Appendix 3
- Completed Appendix 4
- Completed Appendix 5
- Menu 1_Feedback analysis
- Menu 1_Feedback example 1
- Menu 1_Feedback example 2
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Assessor will record the assessment outcome on the assessment cover sheet.
Assessment Task 3
Project A
- incorporate basic principles and practices of nutrition, including macro- and micronutrient requirements.
There are six tasks in this assessment, one for each of the six menus you must develop. You must complete all sub-tasks in each task.
Task 1: Menu 1 – Cyclic menu
Q3: What sources of information did you use to determine these requirements?
The information required are:
Q4: Whom did you liaise with to identify and confirm customer requirements?
We can ask the customer for their requirements, needs and then doctors.
Q6: What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to
achieve by planning and documenting a meal plan and menu?
The menu must be designed in such a way that the requirements of the customers with
regarding to the cholesterol level is considered and kept in mind.
There should be very little use of sugar in the preparation of food or else artificial sugars
can be used.
Meat must be certified.
The goal to be achieved is customer satisfaction and not any health consequence to any
customer.
Task 1.3: Develop menus and meal plans for special diets
Go to Appendix 4 (Daily meal plan and checklist)
Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).
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.
Complete the table for each menu item (breakfast options, morning tea, lunch options, and afternoon tea and dinner options) for each day of the week.
Use the checklist for each menu item to ensure your meal plans (and entire menu) is well planned and meets the nutritional, dietary, cultural or religious
requirements of your customer group.
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.
Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and
Menu 1_Feedback example 2.
Submit the following to your assessor:
- Menu 1_Feedback analysis
- Menu 1_Feedback example 1
Q3: Did you achieve the dietary goals you set in Task 1.1?
Yes, the food items were healthy for diabetic patients as they contain very less amount of sugar
and dishes such as fruit salad sundae and salmon dish helps to lower the cholesterol level.
Q5: Briefly explain why you think menu items did or did not meet dietary goals.
All the menu items are beneficial and healthy for the diabetic patient and persons with cholesterol
problem as the amount of artificial sugar and oil was very low in every dish item.
Q6: Which menu items rated the highest customer satisfaction score?
Badam kulfi ice cream ,Chicken malai tikka and fruit salad sundae.
□ Satisfactory □ Not Satisfactory
Q7: Which menu items rated the lowest customer satisfaction score?
Apollo fish as some of the sufferers and professionals had grievance that they did not take oil as it
contains.
Q8: Briefly explain why you think customers were or were not satisfied with the menu items.
Customers were very much satisfied with the most of the items as all the items meet the dietary
goals of the diabetic patients as well the patients with high cholesterol.
Q9: Describe the changes you would make to your completed menu based on the feedback you received.
I would add more green salad, dishes that contain more garlic, dish that contains less amount of
artificial sugars and oil so that it helps the lower the cholesterol.
□ Satisfactory □ Not Satisfactory
Task 2: Menu 2
- Elderly
- International Tourists
Elderly
Q3: What sources of information did you use to determine these requirements?
Q4: Whom did you liaise with to identify and confirm customer requirements?
I. Nutritionists
II. Health professionals.
III. Dieticians
IV. Health personnal
Q5: What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?
I. Energy imbalance resulting to overweight.
II. Overall poor health, cognitive development.
Q6: What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to
achieve by planning and documenting a meal plan and menu?
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.
Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu
1_Feedback example 2.
Submit the following to your assessor:
- Menu 1_Feedback analysis
I. Parents
II. Staff members
Q3: Did you achieve the dietary goals you set in Task 1.1?
Yes the aim used to be performed as the fitness of the elders used to be a whole lot higher as
found by means of the doctors. Hence, the dietary necessities had been carried out to a super
extent too.
□ Satisfactory □ Not Satisfactory
Q5: Briefly explain why you think menu items did or did not meet dietary goals.
Yes, all the items were according to the dietary needs of the children as all the items in the menu
contains dishes that were rich in vitamins, minerals, proteins.
Q6: Which menu items rated the highest customer satisfaction score?
• potato latkes.
• Fruit salad,
• teriyaki salmon
□ Satisfactory □ Not Satisfactory
Q7: Which menu items rated the lowest customer satisfaction score?
Israel cheesecake
chocolate pudding.
Q8: Briefly explain why you think customers were or were not satisfied with the menu items.
The clients had been blissful to massive extent with all the menu gadgets as all the objects had
very excessive dietary values.
Q9: Describe the changes you would make to your completed menu based on the feedback you received.
I will consist of to the afternoon snack some extra objects like peaches, graham crackers and milk
in order to include all the children.
□ Satisfactory □ Not Satisfactory
Task 3: Menu 3
- Elderly
- International Tourists
Vegetarians
Protein rich food
Nutrients requirement
Low fat
Low sugar
Q3: What sources of information did you use to determine these requirements?
Q4: Whom did you liaise with to identify and confirm customer requirements?
Health professionals
Nutritionists
Dieticians
□ Satisfactory □ Not Satisfactory
Q5: What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?
Allergic reactions.
Anaphylaxis.
Food sensitivity
Intolerance reactions.
Even death of the person
Serious illness.
Q6: What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to
achieve by planning and documenting a meal plan and menu?
Task 3.3: Develop menus and meal plans for special diets
Go to Appendix 4 (Daily meal plan and checklist)
Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).
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.
Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.
Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural or
religious requirements of your customer group.
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.
Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and
Menu 1_Feedback example 2.
Submit the following to your assessor:
- Menu 1_Feedback analysis
Customers
Doctors and medical experts.
□ Satisfactory □ Not Satisfactory
Q3: Did you achieve the dietary goals you set in Task 1.1?
Yes , as the menu items helped to provide important and required nutrients and proteins to
the body of the customer.
Q5: Briefly explain why you think menu items did or did not meet dietary goals.
All the menu objects such as inexperienced vegetables, and so on furnished all the necessary
vitamins which helped to meet the dietary goals.
Q7: Which menu items rated the lowest customer satisfaction score?
One of the menu objects was veg ,eggplant and mozzarella parmigiana which was once no longer
excellently organized in accordance to the patron taste.
Q8: Briefly explain why you think customers were or were not satisfied with the menu items.
All the menu items were good in taste as well as they are having high nutritional value so most of
the customers were satisfied with the items.
□ Satisfactory □ Not Satisfactory
Q9: Describe the changes you would make to your completed menu based on the feedback you received.
I would add some dry fruits, more green vegetables, food items that are rich in iron and calcium.
Task 4: Menu 4
- Elderly
- International Tourists
Q4: Whom did you liaise with to identify and confirm customer requirements?
Doctors for patient
Patients
Medical experts
Q5: What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?
Illness
Poor immunity.
death
Q6: What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to
achieve by planning and documenting a meal plan and menu?
Task 4.3: Develop menus and meal plans for special diets
Go to Appendix 4 (Daily meal plan and checklist)
Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).
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.
Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.
Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural or
religious requirements of your customer group.
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.
Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and
Menu 1_Feedback example 2.
Submit the following to your assessor:
- Menu 1_Feedback analysis
Patient
Medical experts
Yes, the items in the menu helped achieve the dietary goals as the items in the menu are rich in
iron, calcium and help fulfilling all the nutritional requirements of the patients.
Q5: Briefly explain why you think menu items did or did not meet dietary goals.
Menu items did not meet the dietary requirements as many items were not suitable for the injured
person to eat.
Q6: Which menu items rated the highest customer satisfaction score?
Ricotta gnocchi with veal rogu, roasted veggies were the items that had highest customer
satisfaction.
□ Satisfactory □ Not Satisfactory
Q7: Which menu items rated the lowest customer satisfaction score?
The items such as latte, espresso, mocha were very low rated as they were not recommended by
the doctors to eat during injury.
Q8: Briefly explain why you think customers were or were not satisfied with the menu items.
The customers were not very much satisfied by the menu items as most of the items were not
recommended by the doctors to eat during injury.
Q9: Describe the changes you would make to your completed menu based on the feedback you received.
I would seek advice of the doctors and add more of those items to the menu which are suitable to
be eaten during illness or at the time of injury for fast recovery.
- Elderly
- International Tourists
International tourists.
Q3: What sources of information did you use to determine these requirements?
1 Dietary guidelines for Australia.
2 Recommended Dietary Intake(RDI)
3 EERs as provided by NHMRC
Q4: Whom did you liaise with to identify and confirm customer requirements?
I. Nutritionists
II. Dieticians
III. Experts
IV. Customers
Q5: What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?
Q6: What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to
achieve by planning and documenting a meal plan and menu?
Help boost the immunity of the customer.
Help in stabilising the health of the customer
Helps to increase the stamina of the customer.
Task 5.3: Develop menus and meal plans for special diets
Go to Appendix 4 (Daily meal plan and checklist)
Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).
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.
Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.
Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural or
religious requirements of your customer group.
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.
Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and
Menu 1_Feedback example 2.
Submit the following to your assessor:
- Menu 1_Feedback analysis
I. Customer surveys
II. Regular staff meetings to make changes in the menu items.
□ Satisfactory □ Not Satisfactory
Q3: Did you achieve the dietary goals you set in Task 1.1?
Yes, the dietary goals were achieved as most of the food items were very healthy and were of very
high nutritional value which lead to stabilisation of the health of the customer.
The above mentioned items did not meet the dietary goals as they contained artificial sugars in a
noticeable amount and hence they were not suitable for the customers.
Q6: Which menu items rated the highest customer satisfaction score?
Grilled calamari with salad.
Q7: Which menu items rated the lowest customer satisfaction score?
Q8: Briefly explain why you think customers were or were not satisfied with the menu items.
The dieticians did not recommend intake of such food items as it was high in sugar amount, so not
healthy.
□ Satisfactory □ Not Satisfactory
Q9: Describe the changes you would make to your completed menu based on the feedback you received.
I would add more items such as green salad, protein rich food items in the menu so they can
provide maximum benefit to the customer.
Task 6: Menu 6
- Elderly
- International Tourists
Low sugar
Q3: What sources of information did you use to determine these requirements?
Q4: Whom did you liaise with to identify and confirm customer requirements?
Parents and doctors.
Q5: What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?
They may fall ill
Their health may deteriorate
Weak immunity
Q6: What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to
achieve by planning and documenting a meal plan and menu?
Stabilize the health of the children.
Task 6.3: Develop menus and meal plans for special diets
Go to Appendix 4 (Daily meal plan and checklist)
Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).
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.
Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.
Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural or
religious requirements of your customer group.
Task 6.4: Cost menus
Go to Appendix 5(Menu Costing)
Select one day from the menu developed in Task 1.3.
Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.
Calculate other expenditure items used in the preparation or service of the menu item.
Calculate the total cost for one serve or portion for each menu option.
You must complete Appendix 5 one menu costing table for each menu item.
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.
Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and
Menu 1_Feedback example 2.
Submit the following to your assessor:
- Menu 1_Feedback analysis
Regular staff meetings to make changes in dishes according to the needs of the tourists
Group discussions with peers or colleagues
Q3: Did you achieve the dietary goals you set in Task 1.1?
Yes, because of its high quality of protein rich food items it meets all the requirements of the
customer group.
Q5: Briefly explain why you think menu items did or did not meet dietary goals.
Because it contain huge amount of sugars which is not good for their health .
Q6: Which menu items rated the highest customer satisfaction score?
Breakfast egg cups
Veggie omelette
Q7: Which menu items rated the lowest customer satisfaction score?
Banana and oat muffin.
Q8: Briefly explain why you think customers were or were not satisfied with the menu items.
They were satisfied with the menu items as most of the items were suitable for them and had high
nutritional value.
□ Satisfactory □ Not Satisfactory
Q9: Describe the changes you would make to your completed menu based on the feedback you received.
I would replace the banana and oat with sprouts and fruit salad sprouts and fruit salad.
Assessment Task 3
Project B
- Research a contemporary/emerging dietary trend or regime and answer all the questions.
Q1: What dietary trend or regime did you base your research on?
Examples of dietary trends or regimes the learner might research include the following.
Dietary trends included the study of the diabetic patients, their diet etc.
Innovation of various dishes which might suit the requirements of different customer
groups.
Q2: What are the strengths and weakness of the dietary trend or regime?
The strength of dietary trends is decrease in number of diabetic patients in Australia wide
and increase in new recepies and quality of food.
There may not be many weakness but there are some weakness they are that some food
may lack in some nutrition. Also, people cannot taste all kinds food.
Q3: Liaise with other professionals. Would this dietary trend or regime be suitable for a child? Why? Why not?
Response will vary depending on the dietary regime researched by the learner.
This is an emerging problem world wide that even children are being affected by diabetes.
We must put a step forward to stop the problem. We can stop this problem by giving
nutritious food to children which help to develop their immune system.
We must follow special dietary needs for children who are being affected by diabetes.
Q4: Liaise with other professionals. Would this dietary trend or regime be suitable for a pregnant or lactating woman? Why? Why not?
Response will vary depending on the dietary regime researched by the learner.
The dietary trend may be followed by pregnant and lactating women as it will help the coming
generation by not being effected by diabetes this will help in the health,development and proper
growth of the child.
The dietary trend may be suitable for an adult as it helps him to maintain his body and health fit.
He can have a good physique for a long time and can lead a long life. His health condition may be
good and it will help maintain his diabetic level.
□ Satisfactory □ Not Satisfactory
Q6: Liaise with other professionals. Would this dietary trend or regime be suitable for an athlete?
□ Satisfactory □ Not Satisfactory
Q7: Liaise with other professionals. Would this dietary trend or regime be suitable for an obese person? Why? Why not?
This dietary requirement can be followed by an obese person because it will help him to reduce his
weight and improve his health condition. This diet will make his body free and the excess water and
fat will be removed from his body.
□ Satisfactory □ Not Satisfactory
MAINS
Mains
Dessert
Dessert
Summer pudding trifles
Panna cotta with apricot compote
Slow cooker chicken and chickpea soup Portion 5
Item Qty Unit Purchase unit Purchase Cost
Gm/MI unit price $ Yield Total cost $
%
Dries chickpea 450 gms 1000 3.5 100 1.63
Onion 200 gms 1000 2.5 100 0.58
Ginger 50 gms 600 2.7 88 2.21
Diced tomato 200 gms 600 2 98 1.75
Garlic 45 gms 300 7 98 0.67
Bayleaf 10 gms 500 1.5 90 0.75
Cumin 15 gms 1000 1.7 100 0.34
Paprika 3 gms 150 2 100 0.12
Ground pepper 30 gms 300 1 100 0.04
Chicken thigh 900 gms 1000 2.25 100 5.30
Artichoke heart 80 gms 300 1 100 0.51
Salt 4 gms 600 1.7 100 0.42
Portion cost
5.81
$1.45
$5.19
Mains
Ricotta gnocchi with veal ragu
Charred salmon with fennel and olive salad
Rosemary roasted lamb chops
Roasted squash with sour cherries, spiced seeds and feta
Dessert
Pear and almond tart(GF)
Tiramisu(GF)
$ 40 PER PERSON
Creamy tomato soup Portion 4
Item Qty Unit Purchase unit Purchase Cost
Gm/MI unit price $ Yield Total cost $
%
Crushed tomatoes 250 gms 245 5 100 1.63
Chicken broth 400 gms 452 12.5 100 0.58
Cream 50 gms 605 29 100 2.21
Basil 200 gms 600 2 100 1.75
Asiago cheese 45 gms 300 22 98 8.67
Bread crumb 100 gms 500 15 90 0.75
Total cost of recipe 12.20
Tiramisu(GF) Portion 8
Item Qty Unit Purchase unit Purchase Cost
Gm/MI unit price $ Yield Total cost $
%
Brown sugar 20 gms 36 5 50 1.63
Mascarpane cheese 300 gms 1000 1 100 1.58
Egg york 50 gms 600 13 100 6.21
caster sugar 20 gms 600 2 100 1.75
Lady finger biscuits 55 gms 530 16 100 2.67
Espresso 10 gms 950 32 100 0.75
Dark rum 45 gms 100 1.7 100 0.34
Cocoa powder 30 gms 815 2 100 0.12
Dark chocolate 800 gms 300 1 100 0.04
Icing sugar 30 gms 300 1.25 100 0.30
honey 80 gms 300 1 100 0.51
Cooking oil 220 gms 800 17 100 0.42
Total cost of recipe 11.20
ENTRÉE
MALAYSIAN CHICKEN SATAY
FRIED CALAMRI
DEEP FRIED CEREAL KING PRAWN
VIETNAMESE RICE PAPER ROLL
MAINS
GRILLED CALAMARI WITH SALAD
SLOW COOKER BEEF HUNGARIAN GOULASH
SPINACH AND RICOTTA GNUDI
DESSERT
TOASTED ALMOND MERINGUE CAKE
VANILLA CRÈME BRULLE
ITALIAN CHOCOLATE MOUSSE
Malaysian chicken satay Portion 6
Item Qty Unit Purchase unit Purchase Cost
Gm/MI unit price $ Yield Total cost $
%
Boneless chicken
1000 gms 1000 12 100 12.63
theigh
Cucumber 45 gms 450 0.5 100 0.58
Onion 50 gms 600 2 98 0.21
Lemongrass 250 gms 600 2 89 0.75
Garlic 45 gms 400 4.2 98 0.67
Turmeric powder 100 gms 350 1.5 90 0.75
Coriander powder 150 gms 1000 7.7 100 1.34
Chilli powder 30 gms 150 2 100 0.12
Salt 30 gms 300 1 100 0.04
Cherry tomato 30 gms 300 1.25 100 0.30
sugar 80 gms 300 1 100 0.51
Cooking oil 22 gms 250 1.7 100 0.42
Selling price
$10.58
Add: labour cost 30% 2.45
Mark up 22 % 3.53
10.58
Afternoon tea Muffins with Avocado banana Cheesy quinoa Roasted Coconut berry Herb baked
Flax carrot tomato and muffin bites vegetable slice salmon with
apple cheese pasta salad pilaf rice
Dinner (1) Fish tacos with Chicken ans Creamy yellow Slow cooker beef beef with Shepherd pie Vegetable
pineapple sweet potato squash soup brown rice with sweet beef soup
salsa curry potato topper
Dinner (2) Teriyaki Basil pork and Beef and broccoli stir Brown rice Salmon with Rice paper rolls Eastern salad
chicken baked stir fry with fry with pilaf rice
with brown rice brown rice couliflower
Angad Institute will conduct assessment for this unit in its classroom located at 500, La Trobe Street, VIC
and student will have access to following resources.
Assessment must ensure access to:
computers, printers and software for costing and developing menus and meal plans
Australian Dietary Guidelines
Recipes that accommodate a range of special dietary requirements.
Appendix 2
Halal
Hindu
Kosher
Vegan
Vegetarian
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
Menu number 1
Cyclic menu items week 1
Meals Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Breakfast (1) Breakfast Egg muffins Bacon and egg polenta Hash Muesli
Veg muffin smoothies Brown yogurt
potato with
apricot
Breakfast (2) Milk with corn Oats and milk Coles law Muffin parfait Pan cake caramel
flakes
Morning tea Milk Orange juice Hot Tea Latte Long black
Double chocolate
espresso
Lunch (1) Satay Chicken lasagnea Beef bolognese couscous Smoked Thai beef curry Chilli mussels
skewers salmon
Lunch (2) Grill steak with Leg ham Roast turkey Honey soy Risotto Chinese
Cesar salad egg plant chicken with prawn noodle
rice
Afternoon tea Flavoured milk coffee chai Cappuccino espresso Mocha
Green tea
Dinner (1) Garlic bread Tomato gnocchi Creamy mushroom Chicken sushi Tempura Sponge roll Garlic bread
prawn
Dinner (2) Chicken taco Green salad Tuna with Scallops Steamed Eastern salad
Page 228 of 251
Meals Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Mushroom thousand vegetables
pasta island
Morning tea Orange juice Latte Long black Hot chocolate milk tea
Double espresso
Lunch (1) Beef bolognese Thai beef curry Satay Chicken Chilli mussels couscous lasagnea Smoked salmon
skewers
Lunch (2) Leg ham Risotto Chinese prawn Roast turkey Grill steak with Honey soy
Cesar salad noodle egg plant chicken with rice
Dinner (1) Creamy Sponge roll Garlic bread Garlic bread Chicken sushi Tomato gnocchi Tempura prawn
mushroom
Dinner (2) Green salad Steamed Eastern salad Tuna with Chicken taco Scallops
Menu number 2
Cyclic menu items week 1
Meals Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Breakfast (1) Breakfast Egg muffins Bacon and egg polenta Hash Muesli
Veg muffin smoothies Brown yogurt
potato with
apricot
Breakfast (2) Milk with corn Oats and milk Coles law Muffin parfait Pan cake caramel
flakes
Morning tea Chocolate Milk Orange juice Mango Milk Guava juice Banana shake
shake shake
Lunch (1) Satay Chicken lasagnea Beef bolognese couscous Smoked Thai beef curry Chilli mussels
skewers salmon
Lunch (2) Grill steak with Leg ham Roast turkey Honey soy Risotto Chinese
Cesar salad egg plant chicken with prawn noodle
Dinner (1) Garlic bread Tomato gnocchi Creamy mushroom Chicken sushi Tempura Sponge roll Garlic bread
prawn
Dinner (2) Chicken taco Green salad Tuna with Scallops Steamed Eastern salad
Mushroom thousand vegetables
pasta island
Morning tea Orange juice Mix juice milk Hot chocolate milk Apple juice
cornflakes
Lunch (1) Fruit salad yogurt Satay Chicken Chilli mussels couscous lasagnea Smoked salmon
skewers
Lunch (2) Leg ham Risotto Chinese prawn Roast turkey Grill steak with Honey soy
Cesar salad noodle egg plant chicken with rice
Afternoon tea Milk Coconut milk juice Guava juice Milk Flavoured milk Fruit juice
Dinner (1) Creamy Sponge roll Garlic bread Garlic bread Chicken sushi Tomato gnocchi Tempura prawn
mushroom
Dinner (2) Green salad Steamed Eastern salad Tuna with Chicken taco Scallops
vegetables Mushroom pasta thousand
island
Menu number 3
Cyclic menu items week 1
Meals Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Breakfast (1) Breakfast muffins Bacon cereal Hash Muesli
Veg muffin smoothies Brown yogurt
potato with
apricot
Breakfast (2) Milk with corn Oats and milk Coles law Muffin parfait Pan cake caramel Tortila
flakes
Morning tea Milk Orange juice Hot Tea Latte Long black
Double chocolate
espresso
Dinner (1) Garlic bread Tomato gnocchi Creamy mushroom Mash potatoes Green Sponge roll Garlic bread
beans
Mushroom Seasoned Green salad Pinto beans Tortila with Steamed Eastern salad
Dinner (2)
pasta cabbage brinjal vegetables
Morning tea Latte Long black Milk Orange juice Hot chocolate Tea
Double espresso
Lunch (2) Risotto Chinese noodle Grill steak with Mustard leafs Roast turkey Spinach with
Vegetable salad egg plant cheese
Dinner (1) Sponge roll Garlic bread Garlic bread Tomato gnocchi Creamy Mash potatoes Green beans
mushroom
Menu number 4
Cyclic menu items week 1
Meals Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Breakfast (1) Breakfast muffins Bacon cereal Hash Muesli
Veg muffin smoothies Brown yogurt
potato with
apricot
Morning tea Milk Orange juice Hot tea Latte Long black
Double chocolate
espresso
Lunch (1) Tumip greens Wheat bread Spanish rice couscous Peace Brown bread Chilli paneer
salad
Lunch (2) Grill steak with Mustard leafs Roast turkey Spinach Risotto Chinese
Vegetable egg plant with cheese noodle
salad
Dinner (1) Garlic bread Tomato gnocchi Creamy mushroom Mash potatoes Green Sponge roll Garlic bread
beans
Dinner (2) Green salad Pinto beans Tortila with Steamed Eastern salad
Mushroom Seasoned brinjal vegetables
pasta cabbage
Morning tea Tea Latte Long black Milk Orange juice Hot chocolate
Double espresso
Lunch (1) Peace salad Brown bread Chilli paneer Tumip greens Wheat bread Spanish rice Couscous
Lunch (2) Spinach with Risotto Chinese noodle Grill steak with Mustard leafs Roast turkey
cheese Vegetable salad egg plant
Dinner (1) Green beans Sponge roll Garlic bread Garlic bread Tomato gnocchi Creamy Mash potatoes
mushroom
Dinner (2) Tortila with brinjal Steamed Eastern salad Green salad Pinto beans
vegetables Mushroom pasta Seasoned
cabbage
Menu number 5
Cyclic menu items week 1
Morning tea Milk Protein shake Juice Green tea Latte Protein shake
juice
Lunch (1) Satay Chicken lasagnea Beef bolognese Couscous Smoked Thai beef curry Chilli mussels
skewers salmon
Lunch (2) Grill steak with Leg ham Roast turkey Honey soy Risotto Chinese
Cesar salad egg plant chicken with prawn noodle
rice
Afternoon tea Flavoured milk coffee Protein shake Cappuccino espresso Mocha
Green tea
Dinner (1) Garlic bread Tomato gnocchi Creamy mushroom Chicken sushi Tempura Sponge roll Garlic bread
prawn
Dinner (2) Chicken taco Green salad Fruit salad Scallops Steamed Eastern salad
Mushroom vegetables
pasta
Morning tea Orange juice Latte Long black Hot chocolate milk Tea
Double espresso
Lunch (1) Beef bolognese Thai beef curry Satay Chicken Chilli mussels Couscous lasagnea Smoked salmon
skewers
Lunch (2) Seeds Risotto Chinese prawn Roast turkey Grill steak with Honey soy
Cesar salad noodle egg plant chicken with rice
Afternoon tea Green tea Banana shake Mocha Fruit juice Flavoured milk Fruit juice
Green tea
Dinner (1) Creamy Sponge roll Garlic bread Garlic bread Chicken sushi Tomato gnocchi Tempura prawn
mushroom
Dinner (2) Green salad Steamed Eastern salad Sprouts Chicken taco Scallops
vegetables Mushroom pasta
Menu number 6
Cyclic menu items week 1
Morning tea Latte Protein shake Roast turkey Honey soy Milk Protein shake
chicken with rice juice
Lunch (1) Thai beef curry Chilli mussels Protein shake Cappuccino Satay lasagnea Beef
Chicken Bolognese
skewers
Lunch (2) Risotto Chinese prawn Chicken sushi Tempura prawn Grill steak with Leg ham
noodle Cesar salad egg plant
Afternoon tea Espresso Mocha Fruit salad Scallops Flavoured milk Coffee
Green tea
Dinner (1) Sponge roll Garlic bread Juice Green tea Garlic bread Tomato gnocchi Creamy
mushroom
Dinner (2) Steamed Eastern salad Couscous Smoked salmon Chicken taco Green salad
vegetables Mushroom
pasta
Morning tea Juice Green tea Latte Protein shake Milk Protein shake
juice
Lunch (1) Couscous Smoked salmon Thai beef curry Chilli mussels Satay Chicken lasagnea Beef Bolognese
skewers
Lunch (2) Roast turkey Honey soy Risotto Chinese prawn Grill steak with Leg ham
chicken with rice noodle Cesar salad egg plant
Afternoon tea Protein shake Cappuccino espresso Mocha Flavoured milk Coffee
Green tea
Dinner (1) Chicken sushi Tempura prawn Sponge roll Garlic bread Garlic bread Tomato gnocchi Creamy
mushroom
Dinner (2) Fruit salad Scallops Steamed Eastern salad Chicken taco Green salad
vegetables Mushroom pasta
Day: ______monday___________________
Meals Menu Main Cooking Colours Flavours Textu Sizes Nutrients Checklist
items ingredient methods res /
shap
es
Breakfast (1) Veg Veg patty Cook the veg Ingredients suitable for customer group
muffin and muffin patty on the Uses prep/cooking methods that maximise
simultaneously nutritional value
heat the muffin Meets requirements for menu and food variety
on the grill with Meets Australian Dietary Guidelines
low temperature Meets nutritional requirements of customer
group
Breakfast (2) milk along Milk and Heat the milk Flavour of Ingredients suitable for customer group
with the corn flakes add amount of milk Uses prep/cooking methods that maximise
corn sugar required and corn nutritional value
flakes later on add the flakes. Meets requirements for menu and food variety
corn flakes to Meets macro-/micronutrient requirements
the milk and Meets nutritional requirements of customer
serve in a
group
serving bowl
Uses correct terminology
Lunch (1) Cesar Lettuce Cesar Ingredients suitable for customer group
Clean the
salad Cesar dressin Uses prep/cooking methods that maximise
dressing lettuce first then g nutritional value
Meets requirements for menu and food variety
Chop the lettuce Meets macro-/micronutrient requirements
Meets Australian Dietary Guidelines
later on add
Meets nutritional requirements of customer
cesar dressing group
to it mix them Uses correct terminology
properly and
serve it in a
serving bowl