SITHCCC018 Student Assessment Tasks - Updated

Training for Knowledge & Livelihood (TKL college)
ABN: 97 619 537 692 RTO Code: 45509 CRICOS Provider Code: 03770M
Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 P 02 8677 3602
Email: Info@tkl.edu.auwww.tkl.edu.au
Assessment cover sheet
Unit: SITHCCC018 Prepare food to meet special dietary requirements
Course Name: Certificate IV in Commercial Cookery– SIT40516

Training Package: SIT
Assessment type: Report, Practical Activities
Student Must Fill this Section

Student Name:
Student ID: Term: Year:
Privacy Release “I give my permission for my assessment material to be used in the

Clause: auditing, assessment validation & moderation Process”.
“I declare that:
 The material I have submitted is my own work;
Authenticity
 I have given references for all sources of information that are
Declaration:
not my own, including the words, ideas and images of
others”.
Student Signature: Date:
Assessment Outcome
Assessor Name:
Attempt and Not Yet Assessor

Satisfactory Date
Tasks Satisfactory Signature
Initial attempt  
Re- attempt/Re-
assessment  
Assessment Task
 
1
Assessment Task
 
2
Assessor Feedback to Students
Assessment Outcome: Competent Not yet Competent
Assessor Name:
Assessor Signature:
SITHCCC018 Assessment V1.0 2

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Information for Student:

 All work is to be entirely of the student.
General Information for this assessment:
 Read the instructions for each question very carefully.

 Be sure to PRINT your FIRST name & LAST name in every place that is provided.
 For those activities requesting extra evidence such as: research reports, essay
reports, etc. The student must attach its own work formatted in double space,
Calibri 12 pts.
 All activities must be addressed correctly in order to obtain a competence for
the unit of competency.
 If the student doesn’t understand the assessment, they can request help from
the assessor to interpret the assessment.
 Re-submission of assessment after the term will incur additional fees.
Re-assessment of Result& Academic Appeal procedures:

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If a student is not happy with his/ her results, that student may appeal against their
grade via a written letter, clearly stating the grounds of appeal to the Chief Executive
Officer. This should be submitted after completion of the subject and within fourteen
days of commencement of the new term.
Re-assessment Process:
 An appeal in writing is made to the Academic Manager providing reasons for re-
assessment /appeal.
 Academic Manager will delegate another member to review the assessment.
 The student will be advised of the review result done by another assessor.
 If the student is still not satisfied and further challenges the decision, then a
review panel is formed comprising the lecturer/trainer in charge and the
Academic Manager or if need be an external assessor.
 The Institute will advise the student within 14 days from the submission date of
the appeal. The decision of the panel will be deemed to be final.
 If the student is still not satisfied with the result, he / she has the right to seek
independent advice or follow external mediation option with nominated
mediation agency.
 Any student who fails a compulsory subject or appeals unsuccessfully will be
required to re-enrol in that subject.
The cost of reassessment will be borne by the Institute. The external assessor will base
his/her judgement based on principles of assessment. These principles require
assessment to be reliable, fair, practical and valid.
Academic Appeals:
 If you are dissatisfied with the outcome of the re-evaluation process, you have a
right to appeal through academic appeals handling protocol.
 To appeal a decision, the person is required to complete the TKL- Request for
Appeal of a Decision form with all other supporting documents, if any. This
form is available via our website. The completed Request for Appeal form is to
be submitted to the Student Support Officer either in hard copy or electronically
via the following contact details:
Student Support Officer, TKL College Suite 707, Level 7 159-175 Church Street,
Westfield Shopping Centre, Parramatta, NSW 2150 , Email: info@tkl.edu.au
 The notice of appeal should be in writing addressed to the Chief Executive
Officer and submitted within seven days of notification of the outcome of the
re-evaluation process.
 If the appeal is not lodged in the specified time, the result will stand and you
must re-enrol in the unit.
 In emergency circumstances, such as in cases of serious illness or injury, you
must forward a medical certificate in support of a deferred appeal. The notice of
appeal must be made within three working days of the concluding date shown
on the medical certificate.
 The decision of Chief Executive Officer will be final.
 Student would then have the right to pursue the claim through an independent

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Assessment Requirements
You are required to complete and pass every task in the assessment in order to be
deemed competent.
Assessment Schedule
Task Due Date Student Trainer Comments

Signature Signature
Task 1- 2 Week 10

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Introduction
Welcome to the Student Assessment Tasks for SITHCCC018 Prepare food to meet special dietary
requirements.These tasks have been designed to help you demonstrate the skills and knowledge
that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also
follow the advice provided in the Hospitality Works Student User Guide. The Student User Guide
provides important information for you relating to completing assessment successfully.
Assessment for this unit

SITHCCC018 Prepare food to meet special dietary requirementsdescribes the performance
outcomes, skills and knowledge required to prepare dishes for people who have special dietary
needs for health, lifestyle or cultural reasons. It requires the ability to confirm the dietary
requirements of customers, use special recipes, select special ingredients and produce food to
satisfy special requirements.
For youto be assessed as competent, you must successfully complete two assessment tasks:
 Assessment Task 1: Research Report – You must research and report on the main types of
special, cultural and religious diets that are part of contemporary Australian society.
 Assessment Task 2: Student Logbook and Assessor Observations – You must submit a
logbook with supporting evidence.
Preparing for assessment

Please read through all of the assessment tasks and related documents carefully before you get
started. Ensure that you have everything that you need and seek clarification from your trainer,
assessor or workplace supervisor if you have any questions.
Supporting resources: Supporting resources include templates, journals, workbooks and

portfolios which can be used to support you in providing evidence of your competence. Your
assessor will provide you with these documents before you begin your assessment tasks. For
this unit, the supporting resources comprise:
 Research Report Template (Assessment Task 1)
 Student Logbook (Assessment Task 2)
Once you have read through the assessment tasks and are satisfied that you are clear on the
requirements and submission dates, complete and sign a Student Assessment Agreement. Your
assessor will countersign the agreement and keep it on file. You will find a Student Assessment

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Agreement in Appendix B of your Hospitality Works Student User Guide or your RTO will provide
you with one.
Remember to check your Hospitality Works Student User Guide for information about:
 submitting assessments  re-assessment guidelines
 assessment appeals  responding to written questions.

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Assessment Task 1: Research report
Information for students

In this task, you will research the main types of special, cultural and religious diets that are part of
contemporary Australian society.
You will need access to:
 your learning resources and other information for reference
 yourResearch Report Template.
Ensure that you:
 review the advice to students regarding responding to written tasks in the Hospitality Works
Student User Guide
 comply with the due date for assessment which your assessor will provide
 adhere with your RTO’s submission guidelines
 answer all questions completely and correctly
 submit work which is original and, where necessary, properly referenced
 submit a completed cover sheet with your work
 avoid sharing your answers with other students.
Assessment information
Information about how you should complete this assessment can be found in Appendix
A of the Hospitality Works Student User Guide. Refer to the appendix for information
on:
 where this task should be completed
 how your assessment should be submitted.
Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix B of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

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Activities
Complete the following activities.
1. Carefully read the following information
In this task, you will researcha range of contemporary special dietary requirements
which are part of Australian society in order to discover their:
 characteristics
 considerations in a commercial cookery environment.
You will also explore the basic principles and practices of nutrition and the role of
the Dietary Guidelines for Australians.
2. Research and report
A Research report template has been provided. Use the template to complete your
report and then submit it to your assessor.

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Assessment Task 1:Checklist

Completed successfully?
Did the student: Yes No
Provide:
 an accurate description
 a health or other implication of

failing to address a special
requirement
 a suitable adjustment, replacement

or substitute ingredient
for each of the diets or dietary regimes
listed in the Research report template?
Provide an accurate definition of:
 drug-food interactions
 food allergies
 food intolerances
 cultural and religious sanctions
and provide two examples of each?
Accurately describe one key health and

legal consequence of the provided:
 allergic reaction scenario
 anaphalaxis scenario
 food intolerance scenario?
Trainers Feedback:
Signature and date:

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Assessment Task 2: Student logbook and assessor

observations
Information for students
In this task, you are required to demonstrate your skills and knowledge by preparing dishes for
people who have special dietary needs for health, lifestyle or cultural or religious reasons. You will
complete a logbook which incorporates templates, reflective journals and, in some cases, third-
party supervisor reports.
Your assessor will also observe you in the kitchen.

You will need access to:
 your learning resources and other information for reference
 suitable recipes and ingredients
 yourStudent Logbooktemplate.
Ensure that you:
 review the advice to students regarding responding to written tasks in the Hospitality Works
Student User Guide
 comply with the due date for assessment which your assessor will provide
 adhere with your RTO’s submission guidelines
 answer all questions completely and correctly
 submit work which is original and, where necessary, properly referenced
 submit a completed cover sheet with your work
 avoid sharing your answers with other students.
Assessment information
Information about how you should complete this assessment can be found in Appendix
A of the Hospitality Works Student User Guide.Refer to the appendix for information
on:
 where this task should be completed
 how your assessment should be submitted.
Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix B of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

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Activities
Complete the following activities.
1. Carefully read the following information.
Successful completion of this unit requires that you demonstrate your skills and
knowledge by preparing dishes for people who have special dietary needs for
health, lifestyle or cultural or religious reasons. It requires the ability to confirm the
dietary requirements of customers, use special recipes, select special ingredients
and produce food to satisfy special requirements.
It is important that you provide evidence that you have done this and we have
provided you with a Student Logbook to help you.
It is likely that this unit will be assessed side-by-side with other units from your
course and it has been designed to be co-assessed with units such as:
 SITHCCC006 Prepare appetisers and salads
 SITHCCC007 Prepare stocks, sauces and soups
 SITHCCC008 Prepare vegetable, fruit, egg and farinaceous dishes
 SITHCCC012 Prepare poultry dishes
 SITHCCC013 Prepare seafood dishes
 SITHCCC014 Prepare meat dishes
 SITHCCC019 Produce cakes, pastries and breads
 SITHPAT006 Produce desserts.
Your assessor will advise you if you will be co-assessed with other units.
Assessment will take place in the training kitchen attached to your RTO or in your
workplace.
To fulfil your requirements for the cooking units listed above, you will complete a
range of cooking tasks which incorporate preparing dishes for people who have
special dietary needs. You can use these cooking tasks to complete the
assessment for this unit of competency as well.
Below is a guide to the skills and knowledge that you must demonstrate when you
are completing practical assessment for the cooking-related units. This may occur
in your training kitchen or in your workplace.
We have provided a number of documents to assist you and you will find these in
your Student Logbook.

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What do I need to demonstrate?

During your practical cooking sessions, you will be required to demonstrate a range
of the skills and knowledge that you have developed during your course. These
include:
 confirming special dietary requirements by:
o confirming the customer’s dietary food requirements
o confirming the customer’s cultural food requirements
o using effective listening and questioning techniques
o liaising with other people to clarify the customer’s requirements
o recognising the potential health consequences of failing to meet dietary

requirements of customers
o accessing special dietary recipes
o selecting specialised ingredients
o identifying ingredients in recipes that may cause health consequences
o identifying ingredients on packaging that may cause health consequences
o excluding ingredients from dishes at the request of customers
 preparing and producing foods to satisfy nutritional and special dietary

requirements by:
o following recipes for those with special dietary needs
o modifying menu items to meet special dietary requests
o excluding or substituting ingredients while maintaining nutritional value
o communicating dietary requirements to other members of your team

(including in writing)
o working with your team to address a customer’s dietary requirements
o selecting appropriate ingredients to ensure optimum nutritional quality of

dishes
o using appropriate equipment, preparation and cooking techniques for
special dietary requirements and to retain optimum nutritional values
 presenting nutritionally balanced food:
o in an appetising and attractive manner
o by visually evaluating each dish and adjusting its presentation as

required.

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 working safely and efficiently by:
o storing dishes in appropriate environmental conditions
o minimising waste to maximise profitability
o maintaining a clean and hygienic work area
o disposing of or storing surplus and re-useable by-products according to

organisational procedures (including cost efficiency)
o working sustainably
o working efficiently including workflow planning
o communicating clear and sequenced instructions about dietary

requirements.
In addition to demonstrating the above skills and knowledge, you must fulfil some
additional criteria. You must:
 Follow recipes to prepare six different dishes that cater to customers with
different dietary requests, including at least one of each of the following:
o food restrictions
o food preferences
o cultural or religious requirements.
 Modify recipes and menu items by excluding or substituting ingredients while

maintaining equivalent nutritional value for at least one of each of the following:
o food restrictions
o food preferences
o cultural or religious requirements.
 Produce dishes for at least six different customers with special dietary
requirements.
How will I provide evidence?

As you work through the practical assessment tasks in this assessment, you will be
required to identify and report on a series of situations, case studies and examples
to cover off the requirements for this unit. These are detailed below.
In your Student Logbook, you will find some detailed information about providing
evidence, a set of reflective report templates and a logbook summary. As you
identify a suitable case study or example to report on, you will need to:
 complete the relevant reflective report template (a reflective journal provides

an opportunity for you to think about the example – what went well, what would

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you do differently next time); it also helps you provide evidence for your
assessment
 ask your supervisor/trainer to sign the supervisor declaration section at the end
of the reflective report template.
Your assessor will also observe some of your assessment activities and complete
an observation checklist.
Tips for completing your Student Logbook
 Read through this assessment and your Student Logbook before you get
started. Make sure you understand what you need to do. If you are unsure,
speak to your assessor and/or supervisor.
 Stay up to date! Complete your logbook entries regularly and, each time you
complete a logbook entry, ask your supervisor to do the same. Providing
organised, complete evidence forms part of your assessment.
 Stay in touch with your assessor. Ask questions, raise issues, check in,
communicate.
Most importantly, ask for help if you are having trouble!
2. Reflective report requirements
You are required to complete a reflective report template each time that you
complete a cooking task which suits one of the following situations. Use the
Assessment Summary in your Student Logbook to help you keep track.
Note: You are required to cook for six different customers with special dietary
requirements so each of the following scenarios must be for a different person.
a. Follow recipes to prepare dishes that Follow recipes reflective report

cater to a customer who has food template (food restrictions)
restrictions
Look for a situation where you have
prepared a dish for a customer who has
food restrictions. You will report on the
process that you used to confirm the
customer’s dietary and cultural food
requirements. You will also report on the
strategies that you used to access special
recipes, identify ingredients, liaise with
members of your team and others and the
cooking techniques that you used.

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b. Follow recipes to prepare dishes that Follow recipes reflective report

cater to a customer who has food template (food preferences)
preferences
food preferences. You will report on the
customer’s food preferences. You will
also report on the strategies that you
used to access special recipes, identify
ingredients, liaise with members of your
team and others and the cooking
techniques that you used.
c. Follow recipes to prepare dishes that Follow recipes reflective report

cater to a customer who has cultural or template (cultural or religious
religious requirements requirements)
cultural or religious requirements. You will
report on the process that you used to
confirm the customer’s dietary and
cultural food requirements. You will also
report on the strategies that you used to
access special recipes, identify
ingredients, liaise with members of your
team and others and the cooking
d. Modify recipes and menu items by Modify recipes reflective report

excluding or substituting ingredients while template (food restrictions)
maintaining nutritional value for a
customer who has food restrictions.
food restrictions. You will report on the
customer’s dietary and cultural food
requirements. You will also report on the
strategies that you used to modify the
recipe and menu item by excluding or
substituting ingredients, how you
maintained the nutritional value of the

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dish and the cooking techniques that you

used.
e. Modify recipes and menu items by Modify recipes reflective report

excluding or substituting ingredients while template (food preferences)
maintaining nutritional value for a
customer who has food preferences
modified a dish for a customer who has
food preferences. You will report on the
customer’s food preferences. You will
also report on the strategies that you
used to modify the recipe and menu item
by excluding or substituting ingredients,
how you maintained the nutritional value
of the dish and the cooking techniques
that you used.
f. Modify recipes and menu items by Modify recipes reflective report

excluding or substituting ingredients while template (cultural or religious
maintaining nutritional value for a requirements)
customer who has cultural or religious
requirements
modified a dish for a customer who has
cultural or religious requirements. You will
report on the process that you used to
confirm the customer’s dietary and
cultural food requirements. You will also
report on the strategies that you used to
modify the recipe and menu item by
excluding or substituting ingredients, how
you maintained the nutritional value of the
dish and the cooking techniques that you
used.
3. Submit documents to your assessor.
Finalise your Student Logbook. Ensure that all documents are clear and complete.
It should include the following completed documents:

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 Follow recipes reflective report (food restrictions)
 Follow recipes reflective report (food preferences)
 Follow recipes reflective report (cultural or religious requirements)
 Modify recipes reflective report (food restrictions)
 Modify recipes reflective report (food preferences)
 Modify recipes reflective report (cultural or religious requirements)
Send or submit the completed Student Logbook to your assessor.

*Note that successful completion of this unit relies on successful completion of the
cooking tasks nominated in your Student Logbook as well.
Answer
a. Follow recipes reflective report template (food restrictions)
Look for a situation where you have prepared a dish for a customer who has food restrictions. You
will report on the process that you used to confirm the customer’s dietary and cultural food
requirements. You will also report on the strategies that you used to access special recipes, identify
ingredients, liaise with members of your team and others and the cooking techniques that you
used.
1. Describe the situation that you have chosen to report and reflect on. What was the customer’s
dietary need? Include a summary of the dietary need including answers to the following questions:
What is the person’s food restriction? What are the ramifications for the person if the dietary need
is not met?
Answer
The salt content of the customer's diet was changed. Foods and drinks with high sodium content
are limited in a low-sodium diet. Healthcare providers typically recommend these diets to treat
conditions like high blood pressure or heart disease. Although sodium intake varies depending on
the person, less than 2-3 grams (2000–3000 mg) daily is typically maintained (3)
The following actions were done to learn about the particular dietary requirements of the client:
Took the guests' requests for meals seriously and complied with them.
Nutritional considerations are incorporated throughout the entire meal plan.
Provide participants with meal cards and buffet labels to help identify allergies.
Due to the customer's low sodium diet, I made it reduced sodium by reducing the amount of slat
flakes.

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Along with that, I also used fresh squid, which can aid in lowering sodium levels as canned food
has a higher salt content than fresh food. In the diet, too much sodium can cause high blood
pressure, heart disease, and stroke. Additionally, it may cause calcium loss, some of which may
come from the bones. The average American consumes 1.5 teaspoons of salt each day, which is
significantly more sodium than the body requires (3400 mg).
2. Who did you communicate with about the customer’s dietary need and why? What information
did you seek? How did you clarify their exact requirements? How did you negotiate an
appropriate response with other members of your team? What specialist advice did you seek?
How did you ensure that you communicated clearly and effectively with other members of your
team to ensure that the customer’s needs were met?
Answer
I enquired about the customer's dietary needs and also took notes from the remarks. I learned
about the varied dietary requirements needed to cook food according to their diet. The following
strategies were applied when haggling with team members.
Clarify, paying close attention to what others are saying and offering alternatives.
Confirm — Obtain agreement from all members of the Group to address and meet each
member's needs.
Contract: Talk about the terms and circumstances that will govern upcoming exchanges.
To ensure that the needs of the customer were met, pen communication was used and clear
information about the customer's diet was provided.
3. Describe the steps that you took to respond to the customer’s dietary need. How did you
access a recipe which met the customer’s specific needs?
Answer
When choosing a caterer, one of the most important reasons to request dietary accommodations
is learning about any food allergies.
Food allergies can range in severity from mild to extremely severe, so it's important to consult
your guests and inform your caterer of any allergies they may have.
The following factors were taken into account when developing a recipe to satisfy the needs of
the clients:
 A way of life preferences for food standards for age.

 Food intolerances or restrictions.
 Food requirements; physical condition Nutrition.
 Those are distinct in terms of nutrition and energy.
 Demands of physical fitness.

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4. What process did you use to identify and access the specialised ingredients that you required
to prepare the dish? List the specialised ingredients that you accessed and how they satisfied
the dietary needs of your customer. What cooking methods did you use? How did you prevent
cross-contamination? How did you ensure that the dish maintained equivalent nutritional
value?
Answer
The methods listed below were used to locate and obtain the specialized ingredients needed to
prepare dishes:
 Follow particular manufacturing instructions for the production of specialized food and
nourishing meals. 2Modifies menu items to accommodate different dietary needs while
maintaining nutritional value by removing or substituting ingredients.
 Share specific dietary or cultural requirements with other team members so they can
prepare meals accordingly.
 Use the appropriate ingredients in your dishes to ensure their maximum nutritious
quality.
 Utilize dietary tools and cooking techniques that are appropriate.
 To preserve the best nutritional benefits while employing proper preparation and
cooking techniques.
 Present meals that is nutritionally sound and aesthetically pleasing.
I prepared the meal using the baking method.
 I employed the following methods to avoid cross-contamination: Broken and exposed

flesh may encourage the growth of germs.
 Keep it different, please.
 By keeping raw and cooked meat separate, you can prevent cross contamination.
 Separate tools are used for cutting and cooking.
 Due to the baking process used in its preparation, the food's nutritious value was
maintained.
 Most nutritional losses during this heating procedure, including vitamin C, are minimal.
However, prolonged cooking times at high temperatures may cause the B vitamin B
content of roast beef to drop by up to 40%.
 With the exception of B vitamins, roasting or baking has little to no impact on the majority
of vitamins and minerals.
5. Describe the cooking process that you used to ensure that the nutritional quality of the dish
was maintained. Why did you choose the process that you did? Why did you choose the
equipment that you did?

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Answer
Since the bread procedure is employed to minimize nutrient losses, the dish has preserved its
nutritional value. The majority of nutritional losses, including vitamin C, are negligible when using
this cooking method. However, the B vitamin B content of roast beef may decrease by up to 40%
as a result of extended cooking times at high temperatures. With the exception of B vitamins,
roasted or baking has little to no effect on the majority of vitamins and minerals. I chose this
procedure in order to support keeping food's nutritious worth. Squids were cleaned and chopped
with a separate cutting board and knife. so that food cross-contamination won't result.
6. Describe the operational adjustments that you made in response to meeting your customer’s
dietary requirements. What were the implications for mis en place? How did you ensure that
you still met commercial time constraints and deadlines despite adjusting/modifying recipes
and ingredients? How did you adjust the recipe to produce the desired quantities?
Answer
To meet the unique needs of consumers for their health and lifestyles and to alter standard menu
items, there are plates for those with certain dietary requirements. The methods address the use of
salt (sodium chloride) in meals as well as any restrictions on food additives, and they aim to
improve the way that these additives are used while also making it a habit to read food labels. Stick
to fresh food instead of your packaged substitutes (e.g. meats, fruits and veggies). Avoid spices
and condiments with additional sodium.
The squid's black, damaged skin can be eaten, but many chefs choose to remove it to make the
dish more aesthetically pleasing.
Simply pulling the skin away from the body is one option. After the skin has been peeled off,
thoroughly wash the interior of the calamitous body tube with your finger to remove any remaining
debris. The steps listed below can be used to clean squids in detail. -
Hold the corpse and carefully remove the head, guts, bag of ink, and transparent skeleton. Take
the thin skin from the cutting end of the body. Separate the tentacles from the head by slicing a
squid in half behind the eyes; reserve the tentacles. Remove and return to the trash can.
When you have everything you need for cooking set up in front of you, you may satisfy the needs
of deadline and time contrarians.

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 Making time for all the cleaning and cutting.
 Make a strategy for the meal and be well-versed in the preparation and cooking processes,
as well as any specific dietary needs and possible substitutions.
In this manner, the recipe can be modified to yield desired results.
- Output factor: conversion factor Original output = Conversion factor, ingredients times desired
output, or the necessary number of servings.
7. Reflection – What skills and techniques did I use? What policies and procedures did I follow?
How did I ensure efficiency, safety and quality? How did I ensure that I met quality standards?
What did I learn and how might I apply this in future? What might I do differently next time?
Answer
The following methods were employed to create the dish:
 Cut the tentacles from the head in half, just below the eyes, while keeping the
tentacles.
 Hold the body and carefully remove the head, along with the transparent skeleton, ink
sac, and intestines.
 Take the thin skin off your body's cutting end. The tip back should be removed and
discarded.
The following factors are taken into account to ensure food quality:
 Hand washing – making sure that effective hand washing techniques are correctly applied.
 Utilize the appropriate utensils and wear disposable hand gloves safely to reduce direct
hand contact with raw food.
 Using distinct utensils and tools to prevent food contamination.

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 To tenderize beef and eliminate some chewiness, soak it for 30 minutes before cooking in
lemon or kiwi fruit juice. The acidity aids to the texture breaking down. Tenderise
alternatives, covered and refrigerated by soaking the calf overnight in milk.
Supervisor endorsement
Supervisor name:
Position:
Signed:
b. Follow recipes reflective report template (food preferences)
Look for a situation where you have prepared a dish for a customer who has food preferences.
You will report on the process that you used to confirm the customer’s dietary and cultural
food requirements. You will also report on the strategies that you used to access special
recipes, identify ingredients, liaise with members of your team and others and the cooking
1. Describe the situation that you have chosen to report and reflect on. What was the customer’s
dietary need? Include a summary of the dietary need including answers to the following questions:
What is the person’s food preference? What are the ramifications for the person if the dietary need
is not met?
Answer
With salt, the consumer's dietary needs were altered. High-sodium meals and drinks are restricted
on a low-sodium diet. Health care providers frequently recommend these diets to manage ailments
including high blood pressure or heart disease. Although there are variations in salt consumption, it

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is normally maintained at less than 2-3 grams per day (3) Additionally, the customer's particular diet
is discussed and strictly followed by food requests from visitors.
• The dish's overall design considers nutrition.
• To identify allergies, provide food cards and buffet labels.
The consumer follows a low-sodium diet, so I gradually cut back on the laminated flakes. In
addition to using fresh calamari, this method can help lower salt intake since canned food contains
more sodium than fresh food does. An ingested stroke, hypertension, and cardiac illness can all be
caused by too much salt. Additionally, it may cause calcium loss, some of which may come from
the bones. The average American consumes 1.5 teaspoons of salt per day, which is about 3400
mg of sodium more than they need.
2. Who did you communicate with about the customer’s dietary need and why? What information
did you seek? How did you clarify their exact requirements? How did you negotiate an appropriate
response with other members of your team? What specialist advice did you seek? How did you
ensure that you communicated clearly and effectively with other members of your team to ensure
that the customer’s needs were met?
Answer
I asked clients about their diets and I also gathered remarks from them. I became aware of the
various dietary requirements required to prepare food for them. The following tactics were used
during talks with team members.
Clarify; pay attention to others and offer solutions.
Confirm: Come to an agreement within the Group to address and fulfill demands made by specific
members.
Contract: Agree on the terms and circumstances of upcoming dealings.
To ensure that the customer's needs are met, clear consumer dietary information has been
provided and open communication has been used.

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In order to make customer dishes friendlier by taking into account customers' specific needs, I have
called the supervisor. To cut down on the sodium in the dish, I was advised to swap out the canned
vegetables and calamari for fresh ones. I was instructed to use salt alternatives like garlic, dill, and
smoked paprika in place of salt flakes.
3. Describe the steps that you took to respond to the customer’s dietary need. How did you access
a recipe which met the customer’s specific needs?
Answer
Customers consume less salt in their diets than I do, which results in less sodium and less slatted
flakes. It can reduce sodium as well as using fresh calamari because canned goods are not fresh
but heavy in sodium. I had access to resources for cooking and also got help from the supervisor.
What process did you use to identify and access the specialised ingredients that you required to
prepare the dish? List the specialised ingredients that you accessed and how they satisfied the
dietary needs of your customer.
What cooking methods did you use? How did you prevent cross-contamination? How did you
ensure that the dish maintained equivalent nutritional value?
Answer
I have checked some information from the cookbooks for the cooking instructions, and I have also
compiled the list of ingredients required to make the dish. To lower the salt content of the dish,
other specialized ingredients included fresh soda, smoked paprika, and lemon juice.
I used baking techniques to prepare the dish, along with the shallow frying method.
Different plates, chopping boards, and utensils have been used to prevent cross contamination
 . For prepared and uncooked foods.
 Wash utensils, plates, and panels thoroughly after handling raw and cooked food.
 Please take care not to wash any raw meat.
 After handling raw or cooked food, wash your hands.

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 Since baking does not dilute or lose nutrients, the nutritious value of the dish has been
preserved.
 The food's nutritional value was retained in a dish at the appropriate temperature.
5. Describe the cooking process that you used to ensure that the nutritional quality of the dish was
maintained. Why did you choose the process that you did? Why did you choose the equipment
that you did?
Answer
Even vitamin C is only little lost throughout this cooking process. However, prolonged high-
temperature cooking may deplete B vitamins by up to 40%. With the exception of B vitamins,
baking has no discernible effect on the majority of vitamins and minerals. Protein, omega-3 fatty
acids, vitamin C, and iron are maintained in this fashion. So I went with this.
No adverse consequences Baking is a healthier option because it doesn't call for additional oil and
doesn't result in food reactions or oxidation. Vegetables, fish, and meat can all be baked. Baking
aids in preserving nutrients.
6. Describe the operational adjustments that you made in response to meeting your customer’s
dietary requirements. What were the implications for mis en place? How did you ensure that you
still met commercial time constraints and deadlines despite adjusting/modifying recipes and
ingredients? How did you adjust the recipe to produce the desired quantities?
Answer
To meet the unique needs of consumers for their health and lifestyles and to alter standard menu
items, there are plates for those with certain dietary requirements. The methods address the use of
salt (sodium chloride) in meals as well as any restrictions on food additives, and they aim to
improve the way that these additives are used while also making it a habit to read food labels. Stick
to fresh food instead of your packaged substitutes (e.g. meats, fruits and veggies). Avoid spices
and condiments with additional sodium.
The squid's black, damaged skin can be eaten, but many chefs choose to remove it to make the
dish more aesthetically pleasing.
Simply pulling the skin away from the body is one option. After the skin has been peeled off,
thoroughly wash the interior of the calamitous body tube with your finger to remove any remaining
debris. For cleaning squids, employ the detailed instructions listed below:

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8. Slice the squid in half just behind the eyes, separating the tentacles from the head; save the
tentacles.
Holding the corpse, carefully remove the head, guts, ink bag, and transparent skeleton.
Take the thin skin from the body's cutting end. Remove and return to the trash can.
When you have everything you need for cooking set up in front of you, you may satisfy the needs
of deadline and time contrarians. making time for all the cleaning and cutting. Make a strategy for
the meal and be well-versed in the preparation and cooking processes, as well as any specific
dietary needs and possible substitutions.
In this manner, the recipe may be modified to yield desired results.
7. Reflection – What skills and techniques did I use? What policies and procedures did I follow?
How did I ensure efficiency, safety and quality? How did I ensure that I met quality standards?
What did I learn and how might I apply this in future? What might I do differently next time?
Answer
1. Cut the tentacles in half from the head, between the eyes; keep the tentacles. The
following steps were taken to produce the dish: • 1
2. Holding the corpse, carefully remove the clear bones, bowel, and head.
3. Take the thin skin off the body's edge. Take out and return the tip. Take the tip off.
Supervisor name:
Position:
Signed:

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c. Follow recipes reflective report template (cultural or religious requirements)
Look for a situation where you have prepared a dish for a customer who has cultural or religious
requirements. You will report on the process that you used to confirm the customer’s dietary
and cultural food requirements. You will also report on the strategies that you used to access
special recipes, identify ingredients, liaise with members of your team and others and the
cooking techniques that you used. 1. Describe the situation that you have chosen to report
and reflect on. What was the customer’s dietary need? Include a summary of the dietary need
including answers to the following questions: What is the person’s food preference? What are
the ramifications for the person if the dietary need is not met?
Answer

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Supervisor name:
Position:
Signed:
Assessment Task 2: Checklist

Completed successfully?
Did the student: Yes No
Follow recipes to prepare six different

dishes that cater to customers with
different dietary requests including at
least one each of:
 food restrictions
 food preferences
 cultural or religious requirements?
Modify recipes and menu items to meet

dietary requests by excluding or
substituting ingredients that cater to
customers with different dietary requests
including at least one each of:
 food restrictions
 food preferences
 cultural or religious requirements?

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Produce dishes for at least six

customers with different dietary
requests?
Produce dishes for customers with

special dietary requests within
commercial time constraints and
deadlines?

special dietary requests reflecting
required quantities to be produced?

special dietary requests following
procedures for portion control and food
safety practices when handling and
storing food?
Confirm dietary and cultural food

requirements of the customer?
Use effective listening and questioning

techniques to clarify and confirm
customer’s special dietary
requirements?
Liaise and negotiate with others to clarify

customer’s special dietary
requirements?
Recognise potential health

consequences of overlooking special
dietary requirements of customers?
Access special dietary recipes?
Identify from recipes and packaging,

ingredients that may cause health
consequences?
Exclude ingredients from dishes as

requested by the customer?
Communicate clear, sequenced and

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specific dietary requirements for food

preparation to other team members
(including in writing)?
Select specialised ingredients and

ingredients which ensure optimum
nutritional quality of dishes?
Use appropriate preparation techniques,

equipment and cooking techniques for
specific diets and to retain optimum
nutritional value?
Present nutritionally balanced food in an

appetising and attractive manner?
Visually evaluate dish and adjust

presentation as required?
Store dishes in appropriate

environmental conditions?
Minimise waste to maximise profitability

of food items prepared?
Clean work area, and dispose of or store

surplus and re-usable by-products
according to organisational procedures,
environmental considerations and cost-
reduction initiatives?
Trainers Feedback:
Signature and date:

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SITHCCC018 Student Assessment Tasks - Updated

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Training for Knowledge & Livelihood (TKL college)

Assessment cover sheet

Unit: SITHCCC018 Prepare food to meet special dietary requirements

Course Name: Certificate IV in Commercial Cookery– SIT40516

Assessment type: Report, Practical Activities

Student Must Fill this Section

Student ID: Term: Year:

Privacy Release “I give my permission for my assessment material to be used in the

Attempt and Not Yet Assessor

Assessment Outcome: Competent Not yet Competent

SITHCCC018 Assessment V1.0 2

Information for Student:

General Information for this assessment:

 Read the instructions for each question very carefully.

Re-assessment of Result& Academic Appeal procedures:

SITHCCC018 Assessment V1.0 3

SITHCCC018 Assessment V1.0 4

Task Due Date Student Trainer Comments

SITHCCC018 Assessment V1.0 5

Assessment for this unit

Preparing for assessment

Supporting resources: Supporting resources include templates, journals, workbooks and

 Research Report Template (Assessment Task 1)

 Student Logbook (Assessment Task 2)

SITHCCC018 Assessment V1.0 6

 assessment appeals  responding to written questions.

SITHCCC018 Assessment V1.0 7

Assessment Task 1: Research report

Information for students

 your learning resources and other information for reference

 yourResearch Report Template.

Ensure that you:

 adhere with your RTO’s submission guidelines

 answer all questions completely and correctly

 submit work which is original and, where necessary, properly referenced

 submit a completed cover sheet with your work

 avoid sharing your answers with other students.

 where this task should be completed

 how your assessment should be submitted.

SITHCCC018 Assessment V1.0 8

1. Carefully read the following information

 considerations in a commercial cookery environment.

2. Research and report

SITHCCC018 Assessment V1.0 9

Assessment Task 1:Checklist

Did the student: Yes No

 a health or other implication of

 a suitable adjustment, replacement

Provide an accurate definition of:

 cultural and religious sanctions

and provide two examples of each?

Accurately describe one key health and

 allergic reaction scenario

 food intolerance scenario?

Signature and date:

SITHCCC018 Assessment V1.0 10

SITHCCC018 Assessment V1.0 11

Assessment Task 2: Student logbook and assessor

Your assessor will also observe you in the kitchen.

 your learning resources and other information for reference

 suitable recipes and ingredients

Ensure that you:

 adhere with your RTO’s submission guidelines