V2 - SITHKOP004 - Develop Menus For Special Dietary

SIT40516 - Certificate IV in Commercial Cookery
SITHKOP004 - Develop Menus for Special Dietary Requirements
Student Assessment Guide
Student ID:
Student Name:
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ASSESSMENT RECEIPT FORM
STUDENT NAME:
STUDENT ID:
COURSE CODE: SIT40516
COURSE TITLE: Certificate IV in Commercial Cookery
TRAINER’S/ASSESSOR’S NAME:
DUE DATE
UNIT CODE AND DESCRIPTION SITHKOP004 - DEVELOP MENUS FOR SPECIAL DIETARY
REQUIREMENTS
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor. I have
3. retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY Astral Institute Staff

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

Students must retain this as a Record of Submission.
Assessment Handed On:
Unit Code & Description: SITHKOP004- Develop menus for special dietary requirements
Astral Institute Student

Assessment Received by
Staff Name: ………………...……..............……...……... Student ID:

.................................................................
Signature: ……………...……...……...………….…...
Student Signature: ………………………………….…….
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ABOUT THIS BOOKLET
This assessment booklet and tools has been designed for students undertaking face to face mode
of study to provide information before students take assessments and contains assessment tools
to assess the skills and knowledge required from students 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/trainer.
The assessment booklet contains two (2) parts:
PART 1: Assessment information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout unit to achieve the competency. It
includes:
 Application of the unit of competency

 Purpose of assessment
 Elements, performance evidence and knowledge evidence requirements of the unit
 Conditions, context, required resources and location of the assessment.
 Assessment tasks.
 Outline of evidence to be collected.
 Administration, recording and reporting the 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.
Information on resources required, where applicable
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PART 1
Assessment
Information
Application of the unit of competency:
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 organizations that prepare and serve food. This
includes hotels, clubs, restaurants, educational institutions, health establishments, defense 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 Elements Title
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:
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Knowledge Evidence
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 food preferences
 food restrictions
 gluten-free
 high carbohydrate
 high or low energy
 high or low protein
 high fibre
 lacto ovo
 low carbohydrate
 low cholesterol
 low fat
 low gluten
 low kilojoule
 low sugar
 modified sodium or potassium
 modified texture
 nutritional requirements
 portion size
 substitutes:
 gluten-free flour
 yeast-free flour
 non-sugar sweeteners
 sugar-free
 type one and two diabetes
main types and culinary characteristics of cultural or religious diets that are part of
contemporary Australian society:
 halal
 Hindu
 kosher
 vegan
 vegetarian
main types of customer groups that have special dietary requirements:
 adolescents
 athletes
 children
 defence forces
 elderly
 health care
 ill or injured
 infants
 international tourists
 nutritional and energy requirements due to physical condition
 people in areas affected by disaster or environmental extremes
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Context and conditions for assessments:
To comply with the assessment condition of this unit:
 Astral Institute will conduct assessment for this unit in its simulated environment
Classroom allocated in timetable.
 Astral 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 at Astral Institute classroom.
 All Astral Institute Assessors must satisfy the Standards for Registered Training
Organisations’ requirements for assessors; and have worked in industry for at least three
years where they have applied the skills and knowledge of this unit of competency.
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Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access
to the following resources for the unit.
- Computers with access to internet and printers
- DIDASKO learner guide for unit SITHKOP004
- Access to Astral 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 judged competent in this unit, you will be required to demonstrate all indicators which are
shown in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students
with unsatisfactory completion of any of the assignment 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 “Satisfactory” for any assessment at the first
attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet
Competent (NYC) after two reassessments in a unit of competency student will be required to
repeat the unit as per the scheduled delivery of the course. For further details, refer to Astral
Institute Re-Assessment Policy and Astral Institute Course Progress Policy.
Assessment Assessment description Due date Location of

tasks assessment
Assessment You are required to choose the correct Needs to be
Task 1 (AT1) – option(s) from the choices given for the completed in
questions and short answers. You must the Astral
Knowledge
present your assignment in a clear and
Test Institute
professional manner.
classroom
You will be given 3 hours to complete this
task.
Assessment This is Project based assessment in Astral Needs to be
Task 2 (AT2) – Institute simulated environment to develop completed in
Project menus for special dietary requirements. Astral
You are required to develop and cost at
Institute
least six menus or meal plans that
simulated
individually or in combination meet at least
six different special dietary requirements. environment
Two of the above menus or meal plans and research
must reflect one or more cultural or must be done
religious dietary requirements. at home in
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Two of the above menus or meal plans must their own
address the special dietary requirements of time
different customer groups.
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.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will
ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient,
current, and authentic.
Assessment Task 1  Completed knowledge test with questions answered and

(AT1) – Knowledge submit to your assessor electronically or paper based.
 Complete and sign the cover sheet for assessment task.
Test
 Satisfactorily completed all tasks

Assessment Task 2  Completed Appendix 3
(AT2) – Project  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
Administration, recording and reporting requirements:

You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair, and flexible.
Submission of assessment:
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. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
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 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. Extensions must be confirmed by the trainer in writing.
 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.
 You can submit your assessment tasks through the hand in hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on
the 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.
Retaining assessment records:
Astral Institute will securely retain all completed student assessment items for each student for a
period of 18 months from the date on which the judgement of competence for the student was
made. Astral Institute will also retain sufficient data to be able to reissue AQF certification
documentation for a period of 30 years.
All assessment records submitted to the assessor for marking will be 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
Astral 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
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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
Astral Institute Re-Assessment Policy and Astral Institute Course Progress Policy.
For assessment task:

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 Astral Institute Re-Assessment Policy and Astral 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.
Student access to records:
You have the right to access current and accurate records of your participation and results at any
time. You can see your results or attendance progress by requesting a copy of your records by
contacting the student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any
time from the assessor.
Reasonable adjustments and special learning needs:

Astral Institute works 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.
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Any adjustments made must:
a. Be discussed, agreed, and documented in the assessment record
b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated
in the training package.
d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and
sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In
the first instance, you are encouraged to appeal informally by contacting the assessor and
discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you
may appeal further to either the course coordinator and/or Head of Department. If you are still
dissatisfied, you may appeal formally and in writing to have the result reviewed. For more
information, refer to the Assessment Policy and the Complaints and Appeals Policy and
Procedures.
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.
Plagiarism, cheating and assessment dishonesty:

Astral Institute considers plagiarism and cheating as a serious misdemeanour. Evidence of
plagiarism and cheating is treated on a case-by-case basis and the consequences for students
engaging in such practices may include failure of the assessment or unit or exclusion from the
course. For more information, refer to Astral Institute’s Assessment Policy.
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. A copy of the feedback
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along with your submission will be given to you and you must keep a copy of it throughout the
completion of the course.
Student Declaration:
I....................................................................................(Student Name) have read and understand the
information provided above and understand and accept that any act of plagiarism and academic
dishonesty may have penalties including cancellation or suspension of my enrolment with Astral
Institute. I further declare that:
 All assessment work submitted for this unit competency is my own original work and
plagiarism and collusion has not occurred.
 Assessment work has not been copied or submitted for any other unit/course.
 I have taken proper care and effort to ensure my work has not been copied by another person.
 I have retained a copy of this assessment for my own records in the event I have to
reproduce my work.
 I am aware that any assessment deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
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Part 2
Assessment
Tasks
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Assessment Cover Sheet: Assessment Task 1 (AT1)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency SITHKOP004- Develop menus for special dietary
requirements.
Assessment Task Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Assessor Name
Assessor Signature and
Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that
this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic
copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed, and accepted
reliable, and flexible assessment with this my result as above for this task and I am
student, and I have provided appropriate aware of my appeal rights.
feedback.
Signature: .....................................................
Signature: ........................................................
Date:..............................................................
Date: ................................................................
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Assessment task 1: Knowledge Test
Required documents and equipment:

- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- Astral Institute Learners’ resources for the unit SITHKOP004- Develop menus for special
dietary requirements. (organised by the trainer).
- Learner’s notes
Instructions for students:

This assessment will be conducted in the Astral Institute classroom with access to the resources
listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment

- Recommended date for assessment:
- Access all resources mentioned in required resources either printed copies or access via the
internet
- Time required for assessment: 3hours
- You must:
o Answer all the questions satisfactorily to be deemed competent
o Complete the assessment and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due
date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question and short answers
listed in 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.
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1. Your hotel is hosting a conference for yogis, the majority of whom are vegans. What foods
would you add to your normal breakfast buffet to meet their requirements?
(a) Organic, honey-glazed granola and rice milk.
(b) Plenty of biodynamic yoghurt and muesli.
(c) More free-range eggs and whole grain toast.
(d) Scrambled tofu, fresh fruit and muesli. (Correct)
2. Contemporary dietary trends include diets with low-fat meals. You prepare meals in a
childcare centre for 0 to 5-year-olds. Assess the suitability of a low-fat dietary regime for
these children.
(a) Not suitable for any of the children. (Correct)
(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.
3. You work in a boarding school. Who should you liaise with to clarify the dietary
requirements of a child with coeliac disease?
(a) Your colleagues.
(b) The principal of the school and the child’s teacher.
(c) The child.
(d) Health and medical personnel. (Correct)
4. What are the possible consequences of serving a meal which ignores customers’ special
dietary requirements?
(a) Legal action taken against your organisation for breaching WHS legislation.
(b) Health or medical consequences for the customer and legal consequences for your
organisation. (Correct)
(c) There are no consequences of ignoring customers’ special dietary requirements. Their
health is their responsibility.
(d) Food poisoning or other illnesses related to cross-contamination.
5. You cook in a hospital. One of the patients has lactose intolerance. What choices can you
offer with their muesli at breakfast?
(a) Choice of low-fat or full-cream milk.
(b) Choice of rice or almond milk. (Correct)
(c) Choice of plain or fruit yoghurt.
(d) You should not be serving muesli at all. They’re allergic to it!
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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. (Correct)
(d) Pasta marinara and garlic bread, with fruit pie for dessert.
7. What does a well-developed menu or meal plan do?

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

(a) You should balance nutritional requirements.
(b) You should vary ingredients and cooking methods.
(c) You should vary quality points such as taste, texture, and colour.
(d) You should keep all of these in mind. (Correct)
9. You are preparing an à la carte menu and wish to include options for vegetarians, vegans,
gluten-free and dairy-free diners. How many choices should you provide in each category?
(a) At least one.
(b) At least two. (Correct)
(c) At least three.
(d) At least four.
10. Which preparation and cooking methods maximise the nutritional value of vegetables?
(a) Washing, roasting, and holding in the bain-marie.
(b) Washing and not cooking at all. (Correct)
(c) Peeling and steaming as needed.
(d) Washing and steaming as needed.
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11. Which must you accurately calculate to determine the production costs of your menu items?
(a) All ingredients in the dishes or food production items.
(b) All ingredients that yield less than 100% and the wastage.
(c) Labour and operational costs of the kitchen.
(d) All expenditure items. (Correct)
12. Which formula would you use to calculate actual food cost from raw ingredients which
yield 100%?
(a) Purchase unit cost x usage % = actual food cost. (Correct)
(b) Purchase weight ÷ purchase unit x 100 = actual food cost.
(c) EP ÷ AP = actual food cost.
(d) Quantity required ÷ yield % = actual food cost.
13. You have assessed your menu items for cost-effectiveness. Which one should you choose
to place on the menu?
(a) The menu items that meet all these criteria.
(b) The menu items with the largest usage percentage.
(c) The menu items with high yield. (Correct)
(d) The menu items with the highest food cost percentage.
14. What kind of terminology should you use in your menus and meal plans?
(a) Terminology that is descriptive yet truthful. (Correct)
(b) Descriptions that encourage purchase even if they are not quite accurate.
(c) Terminology that is impressive to other chefs.
(d) Your menus and meal plans should include all these kinds of terminology.
15. Why do you need to seek ongoing feedback from customers and others?
(a) So, you have something to contribute at staff meetings.
(b) You do not need to seek ongoing feedback from customers or others.
(c) To change your customer profile if necessary.
(d) To improve your menu’s performance. (Correct)
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16. What do you analyse the success of your special menus against?
(a) Profitability, dietary goals, and customer satisfaction. (Correct)
(b) None of these answers are correct.
(c) The number of health-related issues reported by customers who dine at your
establishment.
(d) Feedback from staff, customers, and suppliers.
17. What information should your base adjustments to your menus on?
(a) Butcher’s tests and standard yield tests.
(b) All of these.
(c) Feedback and profitability. (Correct)
(d) Culinary balance and nutritional balance.
SHORT ANSWERS
SECTION 1: IDENTIFY MENU REQUIREMENTS
18: List ten things that can influence customers’ food and beverage choices.
Religion
Health
Cultural needs
Age
Food cost
Family background
Socio economic status
Eating habits
Country
Geographic place
19: Identify five different customer groups you are likely to cater for when developing menus
for special dietary requirements.
Children
Older people
Sportsmen
Teenagers
Army/Police
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20: List the five Dietary Guidelines for Australians.
 Be physically active and select portions of nutritious food and beverages to fulfil your energy need to
reach and maintain a healthy weight.
 Every day, eat a wide range of healthy foods from these five categories.
 Consume foods low in saturated fat, added salt, added sugars, and alcohol in moderate.
 Help, encourage, and promote breastfeeding
 Take care of your food by preparing it and storing it
21: Explain how to take responsibility for determining the dietary requirements of a child,
adolescent, or adult.
When it comes to food consumption, we must be responsible for checking whether

any customers have any food allergies or medical preferences. It is also my primary
duty to ensure that all orders are completed according to specific instructions in the
customer's best interests
22: 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
This lunch choice will be unsuitable for customers because

one of the key ingredients is pig, which is prohibited by religious beliefs
Cream of chicken soup and a grilled cheese sandwich

This lunch choice would be inappropriate
for the customer because the menu contains cheese, which is prohibited in kosher food
Lentil soup with brown rice and a green salad

For a consumer who follows the Jewish faith, this
would be acceptable.
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23: 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 dinner would not be suitable for the
customer because it contains alcohol.
Tofu and vegetable stir-fry with rice- This dinner adheres to Muslim practice
Barbecued prawns, rice and steamed vegetables- This meal is inappropriate since prawns are
forbidden in Islam.
24: Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu.
Vegans: People who only eat a plant-based diet and do not consume any animal products.
Lacto-vegetarians: People who only eat dairy products and vegetables.
Ovo-vegetarians: Individuals who eat both eggs and vegetables
Lacto-ovo vegetarians: People who eat eggs, dairy products, and vegetables
25: You are cooking for a customer with coeliac condition. What must you avoid using when
preparing your dishes?
We must avoid gluten-containing products and instead use gluten-free alternatives
26: You are cooking for children at a boarding school. Three of them have diabetes. Describe
three ways you help them control their blood glucose levels.
The three ways are:
 I'll prepare foods with a low saturated fat content.
 I'll prepare foods that are high in fibre and carbohydrates.
 I'm not going to include any sugary beverages.
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27: Define the term ‘drug-food interaction’.
The term "drug food interaction" refers to situations in which a person with a medical condition
consumes food that may have an adverse efect on their health due to a reaction between the food
and the medicine
28: Define the term ‘food allergy’.

When you eat a certain food, the immune system has an unpleasant or harmful reaction.
29: Define the term ‘food intolerance’.

Food intolerance is a negative reaction to a food, beverage, food additive, or compound
contained in foods that causes symptoms in one or more body organs and systems, although it does
not always mean food allergy.
30: 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 are:
Eggs
Soya
Nuts
Food coloring
Sea food
31: Describe seven symptoms a customer with allergies could experience if you completely
ignore or fail to adequately address their special dietary requirements.
The seven symptoms are:

Itching or tingling sensations
Bee hives
Lips, face, and other body parts swelling
Nasal congestion
Cramps in the abdomen
Nausea
Fainting
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32: Explain the roles of the food additives below.
Artificial colours
They are food additives that brighten the colour of food to make it more
appealing to the eye.
Preservatives
They are chemical additives to food that help to extend the shelf life of any food.
33: State the legal consequences of failing to address customers’ allergies, intolerances or
sensitivities.
The legal consequences are:

There's a possibility we'll have to pay a fine, either personally or as a company.
Possibility of imprisonment
Your business licence may be revoked.
34: 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, corn-starch, herbs, spices, water
No
customers with soybean allergies?
NO
coriander, chillies, cumin, corn starch, herbs, spices, water
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vegans?
YES
coriander, chillies, cumin, cornstarch, herbs, spices, water
37: Which contemporary dietary trends and regimes would you say are suitable for these
customers?
A customer experiencing symptoms of food allergies or intolerances - ELEMINATION
A customer being treated for obesity – LOW CARBS
A customer building muscle and endurance – HIGH PROTIEN
38: What customers should only follow a low-kilojoule diet if under medical supervision?
Only young customers in their twenties should adopt a low-calorie diet.
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SECTION 2: DEVELOP MENUS AND MEAL PLANS FOR SPECIAL DIETS
39: 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.
The four macro nutrients are:

Vitamins that are fat soluble
Natural mineral
Element traces
Vitamins that are soluble in water
40: There are three categories of carbohydrates. What are they?
The three categories are:

Complex carbohydrates: Starch
Simple carbohydrate: Sugar
Fibre
41: List five water-soluble vitamins our body requires.
The five water soluble vitamins are:
Vitamin B2
Vitamin B6
Vitamin B12
Vitamin C
Niacin
42: Identify the five categories of foods which contain the nutrients we need to promote good
health and help us avoid dietary disease.
The five categories are:

Vegetable
Meat
Dairy
Fruit
Cereals or grains
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43: You should select meals which meet a wide variety of macro- and micronutrient
requirements. What kinds of meals are best suited to this?
Fruits, vegetables, high-quality proteins, nuts, beans, and whole grains make up a
macro meal. A micro meal is a meal that is high in protein but low in carbohydrates
44: 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.
The seven foods are:
Gluten free
Coeliac
Vegan
Paleo
Nut allergies
Diary and lactose tolerance
Vegetarian
45: You sometimes need to select suitable foods to use as substitutes when meeting customers’
specific requirements.
Next to these three ingredients, state an equivalent ingredient you’d replace it with to address
the needs of a customer on a low-fat diet.
Pouring cream - Low-fat milk may be used either
Sour cream - tablespoon lemon juice in heavy whipping cream
Coconut cream - 1 cup light cream with a quarter teaspoon of coconut extract
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46: List two suitable substitutions for the following ingredients to meet the requests of a
lactose intolerant customer.
47: Identify four cooking methods you could employ to maximise nutritional value in food.
Butter- Olive oil
The four
Milk- cooking
Almond methods
or Soya milk are:
Grilling
Yoghurt - Coconut milk or soya milk yoghurt
Poaching
Steaming
Boiling
48: Describe how to safely store food to retain nutrients and avoid contamination.
The ways are:

Separate fresh and cooked foods in the refrigerator.
Cooked food must be stored in airtight containers with the date prepared clearly marked.
Use the ingredients that were previously shelved in a First in First Out (FIFO) rotation.
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SECTION 3: COST AND DOCUMENT SPECIAL MENUS AND MEAL PLANS
49: Identify ten expenditure items you would need to accurately calculate to determine
production costs of menu items.
The ten expenditures are:

Main ingredients
Cooking oil
Accompaniments
Seasonings
Sauces
Garnishes
Disposable plastic wares
Serviettes
Decorations
Condiments
50: 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.
To calculate Actual food cost:

Purchase unit cost* usage % = Actual Food Cost
To calculate Usage percentage:
Purchase weight / Purchase unit * 100 = Usage percentage
To calculate total cost of the recipe:
Add total cost of the each ingredients
51: 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.
Edible portion (EP) / As Purchased Quantity (AP) * 100 = yield percentage

9.5 (EP) / 10 (AP) * 100 = 95%
The yield percentage of the 10 Kg potatoes is 95^%
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52: Calculate the yield % of the turkey. State the formula you used. Show how you arrived at
this figure.
As purchased quantity (APQ) 20 kg
Edible portion quantity (EPQ) 12 kg
Edible portion (EP) / As Purchased Quantity (AP) * 100 = yield percentage

12 (EP) / 20 (AP) * 100 = 60%
The yield percentage of the Turkey is 60%
53: List three ways you can get the necessary technological skills to calculate yield and costs
from raw ingredients using computers and software programs.
Below are the ways:

Make use of Excel spreadsheets or enroll in a course based on it.
By participating in in-house computer workshops
Seek advice from more experienced colleagues on how to use computers
54: You need to adjust your menu so it includes high-yield desserts. Which dessert would you
choose?
Dish name Section Portion Food Food cost Raw selling Adjusted
size 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
The high yield dessert is the Chocolate cake as it has fewer yields compared to other two
desserts.
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Knowledge test checklist – to be completed by the assessor.
Marking criteria Students’

response (t
After the knowledge test, the student has provided authenticity for the following
be comple o
questions:
by ted
assessor) the
1. Your hotel is hosting a conference for yogis, the majority of whom are vegans. What
S NS
foods would you add to your normal breakfast buffet to meet their requirements?
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 S NS
for these children.
3. You work in a boarding school. Who should you liaise with to clarify the dietary
S NS
requirements of a child with coeliac disease?
4. What are the possible consequences of serving a meal which ignores customers’
S NS
special dietary requirements?
5. You cook in a hospital. One of the patients has lactose intolerance. What choices can
S NS
you offer with their muesli at breakfast?
6. Which meal has the appropriate combination of food to meet macro- and
S NS
micronutrient requirements for adults?
7. What does a well-developed menu or meal plan do? S NS
8. What should you keep in mind when preparing cyclic menus? S NS
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 S NS
each category?
10. Which preparation and cooking methods maximise the nutritional value of
S NS
vegetables?
11. Which must you accurately calculate to determine the production costs of your
S NS
menu items?
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response (t
be comple o
questions:
by ted
assessor) the
12. Which formula would you use to calculate actual food cost from raw ingredients
S NS
which yield 100%?
13. You have assessed your menu items for cost-effectiveness. Which one should you
S NS
choose to place on the menu?
14. What kind of terminology should you use in your menus and meal plans? S NS
15. Why do you need to seek ongoing feedback from customers and others? S NS
16. What do you analyse the success of your special menus against? S NS
17. What information should your base adjustments to your menus on? S NS
18. List ten things that can influence customers’ food and beverage choices. S NS
19. Identify five different customer groups you are likely to cater for when developing
S NS
menus for special dietary requirements.
20. List the five Dietary Guidelines for Australians. S NS
21. Explain how to take responsibility for determining the dietary requirements of a S NS
child, adolescent, or adult.
22. Which lunch would suit a customer who requires kosher food? State why the other
S NS
two meals would be unacceptable.
23. Which dinner would suit a customer who requires halal food? State why the other
S NS
two meals would be unacceptable.
24. Explain the different requirements of vegetarian customers, who may be Buddhist
S NS
or Hindu.
25. You are cooking for a customer with coeliac condition. What must you avoid using
S NS
when preparing your dishes?
26. You are cooking for children at a boarding school. Three of them have diabetes.
S NS
Describe three ways you help them control their blood glucose levels.
27. Define the term ‘drug-food interaction’. S NS
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response (t
be comple o
questions:
by ted
assessor) the
28. Define the term ‘food allergy’. S NS
29. Define the term ‘food intolerance’. S NS
30. You’re cooking for children on a sports camp. Some of them have allergies. Identify
S NS
five ingredients which commonly cause allergic reactions.
31. Describe seven symptoms a customer with allergies could experience if you
S NS
completely ignore or fail to adequately address their special dietary requirements.
32. Explain the roles of the food additives below. S NS
33. State the legal consequences of failing to address customers’ allergies, intolerances
S NS
or sensitivities.
34. Read and interpret the ingredients on the food packaging label. Is this product OK S NS
for customers with peanut allergies?
for customers with soybean allergies?
for vegans?
37. Which contemporary dietary trends and regimes would you say are suitable for S NS
these customers?
38. What customers should only follow a low-kilojoule diet if under medical supervision? S NS
39. When developing meal plans and menus, you must be able to create meals which S NS
contain appropriate combinations of foods to meet macro- and micronutrient
requirements. Identify the four macronutrients to keep in mind.
40. There are three categories of carbohydrates. What are they? S NS
41. List five water-soluble vitamins our body requires. S NS
42. Identify the five categories of foods which contain the nutrients we need to S NS
promote good health and help us avoid dietary disease.
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response (t
be comple o
questions:
by ted
assessor) the
43. You should select meals which meet a wide variety of macro- and micronutrient S NS
requirements. What kinds of meals are best suited to this?
44. Remember, your customers’ health is your responsibility. List seven foods you should S NS
limit when developing menus and meal plans to reduce diet-related health problems.
45. You sometimes need to select suitable foods to use as substitutes when meeting S NS
customers’ specific requirements.
Next to these three ingredients, state an equivalent ingredient you’d replace it with to
address the needs of a customer on a low-fat diet.
46. List two suitable substitutions for the following ingredients to meet the requests of S NS
a lactose intolerant customer.
47. Identify four cooking methods you could employ to maximise nutritional value in S NS
food.
48. Describe how to safely store food to retain nutrients and avoid contamination. S NS
49. Identify ten expenditure items you’d need to accurately calculate to determine S NS
production costs of menu items.
50. List the three standard measures you would use when itemising ingredients and S NS
calculating portion yields and/or costs from raw ingredients. Provide an example of
each one.
51. You buy 10 kg potatoes. After washing, peeling and trimming them you have 9.5 kg S NS
left.
Calculate the yield % of the potatoes. State the formula you used. Show how you
arrived at this figure.
52. Calculate the yield % of the turkey. State the formula you used. Show how you S NS
arrived at this figure.
53. List three ways you can get the necessary technological skills to calculate yield and S NS
costs from raw ingredients using computers and software programs.
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response (to
be completed
questions:
by the
assessor)
54. You need to adjust your menu, so it includes high-yield desserts. Which dessert S NS
would you choose?
Task outcome S NS
Assessor’s remarks
Assessor’s signature Date
Assessment date
Student signature Date
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Assessment Cover Sheet: Assessment Task 2 (AT2)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency SITHKOP004- Develop Menus for Special Dietary
Requirements.
Assessment Task Project
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Assessor Name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where
this work has been correctly acknowledged. I have made a photocopy or electronic copy or
photograph of my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed, and accepted my
reliable, and flexible assessment with this result as above for this task and I am aware
student, and I have provided appropriate of my appeal rights.
feedback.
Signature: ..................................................
Signature: ........................................................
Date: .........................................................
Date: ................................................................
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Assessment Task 2: Project
Required documents and equipment:

- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- Astral Institute Learners’ resources for the unit SITHKOP004- Develop menus for special
dietary requirements. (organised by the trainer)
- Appendix 3 (Menu overview template)
- Appendix 4 (Daily meal plan and checklist)
- Appendix 5 (Menu costing template)
- Background Information
- Learner’s notes
Instructions for students:

You must satisfactorily complete each assessment criteria listed to be marked satisfactory
The assessment activity requires students to:
- Complete Project A and B

- Complete all tasks after each project
- Answer all questions
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.
Planning the assessment
- Recommended date for assessment:

- Access all resources mentioned in required resources either printed copies or access via the
internet.
- Time required for assessment:
Project A- Each menu will be done over 2 hours (6 menus x 2= 12 hours)
Project B- You will conduct the research at home in your own time and present
it to the assessor. Students will be given 2 hours
- You must:
o Produce all evidence as required.
o Complete the assessment and submit in due timelines
o Submit with a completed assessment cover sheet
- Assessor will set a time to provide feedback
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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
- Menu 1_Feedback analysis
- Menu 1_Feedback example 1
- 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.
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Assessment Task 2 - Project A
 Go to Appendix 2 (Background information) and read the information provided.
 You are required to develop and cost at least six menus or meal plans that individually or in
combination meet at least six different special dietary requirements listed in Appendix 2
 At least one menu must be a cyclic menu.
 Other types of menu formats can be used when preparing all other menus, for example, à
la carte, set, daily, seasonal, or weekly menu formats.
 Two of the menus or meal plans must address the special dietary requirements of different
customer groups listed in Appendix 2
 Two of the menus or meal plans must reflect one or more cultural or religious dietary
requirements listed in Appendix 2
 All menus must be evaluated by obtaining at least two of the types of feedback listed in
Appendix 2 for each menu.
 Menus or menu plans must:
- be developed within commercial time constraints
- demonstrate methods for responding to feedback and adjusting menus
- 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.
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Task 1: Menu 1 – Cyclic menu
Task 1.1: Identify the dietary and cultural requirements of customers

 Select a customer group for your cyclic menu.
 Students will choose any one from the following:
- Children
- Elderly
- International Tourists
 Identify the dietary and cultural requirements of your customer group.
 You must confirm your selected customer group and dietary, cultural or religious
requirements with your trainer/assessor prior to undertaking this assessment.
 The size of the group must be discussed and confirmed with your trainer/assessor.
Although a specific number is not specified, the group size must be substantial enough to
replicate realistic workplace demands of a senior cook, chef, catering supervisor or
manager.
 Answer all the questions.
Q1: What customer group is your menu developed for?
Q2: What are their dietary and/or cultural requirements?
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Q3: What sources of information did you use to determine these requirements?
Q4: Whom did you liaise with to identify and confirm customer requirements?
Q5: What would the health consequences (if any) be if you ignored the special dietary
requirements of this customer group?
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Q6: What goals(s) would you set for your menus based on the information you have researched
about your customer group. That is, what are you hoping to achieve by planning and
documenting a meal plan and menu?
Task 1.2: Document a menu overview

 Go to Appendix 3 (Menu Overview template)
 Discuss and confirm the time period for your cyclic menu prior to commencing this task, for
example, two, three or four weeks.
 Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious
requirements identified in Task 1.1 for at least two weeks of your cyclic menu.
 Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu
overview template)
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,
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 1.4: 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.
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 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.
Task 1.5: Monitor menu performance

 Go to Appendix 2 (Background Information)
 Implement the menu in your workplace or training environment.
 Monitor the performance of the menu by obtaining feedback from customers or others by
using at least two of the methods listed in Appendix 2
 You can use feedback mechanisms currently used within the organisation, modify existing
mechanisms to assist in gathering necessary information, or create your own.
 Document and analyse the results of your feedback to determine the following.
- Success of your menu against dietary goals for the customer group nominated in Task 1.1
 Level of customer satisfaction with the 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:
Task 1.6: Review performance

Answer the following questions based on your analysis of feedback in Task 1.5.
Q1: What methods/techniques did you use to obtain feedback?
Q2: Who did you seek feedback from?
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Q3: Did you achieve the dietary goals you set in Task 1.1?
Q4: Which menu items did not meet dietary goals?
Q5: Briefly explain why you think menu items did or did not meet dietary goals.
Q6: Which menu items rated the highest customer satisfaction score?
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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.
Q9: Describe the changes you would make to your completed menu based on the feedback
you received.
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Task 2: Menu 2

Select a customer group for your cyclic menu.
Students will choose any one from the following:
- Children
- Elderly
Identify the dietary and cultural requirements of your customer group.
You must confirm your selected customer group and dietary, cultural, or religious requirements
with your trainer/assessor prior to undertaking this assessment.
The size of the group must be discussed and confirmed with your trainer/assessor. Although a
specific number is not specified, the group size must be substantial enough to replicate realistic
workplace demands of a senior cook, chef, catering supervisor or manager.
Answer all the questions.
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Q6: What goals(s) would you set for your menus based on the information you’ve researched

Go to Appendix 3 (Menu Overview template)
Discuss and confirm the time period for your cyclic menu prior to commencing this task, for
Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious
Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview
template)
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.
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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.

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.

Go to Appendix 2 (Background Information)
Implement the menu in your workplace or training environment.
Monitor the performance of the menu by obtaining feedback from customers or others by using at
least two of the methods listed in Appendix 2
You can use feedback mechanisms currently used within the organisation, modify existing
Document and analyse the results of your feedback to determine the following.
- Level of customer satisfaction with the 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:

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Q9: Describe the changes you would make to your completed menu based on the feedback you
received.
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Task 3: Menu 3

- Children
- Elderly
You must confirm your selected customer group and dietary, cultural or religious requirements
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Go to Appendix 3 (Menu Overview template)
Discuss and confirm the time period for your cyclic menu prior to commencing this task, for
Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious
Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview
template)
day of the week).
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planned and meet the nutritional, dietary, cultural or religious requirements of your
customer group.




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received.
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Task 4: Menu 4

- Children
- Elderly
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overview template)
day of the week).
customer group.

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received.
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Task 5: Menu 5

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- Children
- Elderly
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overview template)
day of the week).
customer group.
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received.
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Task 6: Menu 6

 Select a customer group for your cyclic menu.
 Students will choose any one from the following:
- Children
- Elderly
 Identify the dietary and cultural requirements of your customer group.

 You must confirm your selected customer group and dietary, cultural or religious
requirements with your trainer/assessor prior to undertaking this assessment.
 The size of the group must be discussed and confirmed with your trainer/assessor.
Although a specific number is not specified, the group size must be substantial enough to
replicate realistic workplace demands of a senior cook, chef, catering supervisor or
manager.
 Answer all the questions.
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overview template)
day of the week).
customer group.


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received.
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Assessor checklist
To be completed by the assessor.
Learner’s name:
Did the learner successfully Completed

demonstrate evidence of their ability Assessor comments
to do the following? Yes No
Did the learner identify the dietary,
cultural and religious menu
requirements of different customer
groups.
Did the learner liaise with other

professionals to identify and confirm
customer requirements.
Did the student consider the input of

health and other professionals in the
menu-planning process.
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Did the learner confirm health
consequences of ignoring special
dietary requirements of customers.
Did the student select a variety of

suitable foods and meals for specific
requirements.
Did the learner identify appropriate

combinations of food to meet macro-
and micronutrient requirements.
Did the learner develop and write

menus and meal plans that promote
good health and reduce the incidence
of diet-related health problems.
Did the learner use planning and
organisation skills to complete menus
within commercial time constraints.
Did the student prepare cyclic menus

and balanced nutritional
requirements and variety.
Did the learner incorporate sufficient

choice of dishes into the menus.
Did the learner use the correct

terminology in menus and meal plans.
Did the student use appropriate oral

communication skills to seek
feedback.
Date of Project
_ _/_ _ /_ _ _ _
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Final Outcome Satisfactory
Yes No
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AT2- Project B
This assessment requires students to research a contemporary/emerging dietary trend or regime.
Students are required to do the following.
- Research a contemporary/emerging dietary trend or regime and answer all the questions.
Task 1: Research and short-answer 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.
Q2: What are the strengths and weakness of the dietary trend or regime?
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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.
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.
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Q5: Liaise with other professionals. Would this dietary trend or regime be suitable for an older
Australian? Why? Why not?
Q6: Liaise with other professionals. Would this dietary trend or regime be suitable for an athlete?
Q7: Liaise with other professionals. Would this dietary trend or regime be suitable for an obese
person? Why? Why not?
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Assessor checklist
To be completed by the assessor.
Learner’s name:

Assessed contemporary dietary
trends and regimes.
Liaised with other professionals to

identify and confirm customer
requirements.
Identified health consequences of

ignoring special dietary requirements
of customers.
Identified main types and

characteristics of special diets that
are
part of contemporary Australian
society.
Identified requirements of the main
types of customer groups that have
special dietary needs.
Applied basic principles and practices

of nutrition.
Date of Project
_ _/_ _ /_ _ _ _
Final Outcome Satisfactory
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Yes No
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Competency Record Summary Sheet:
Competency Record Summary Sheet

Unit of Competency: SITHKOP004- Develop menus for special dietary requirements
Student’s Name: Student’s ID:
Assessor’s Name: Date of completion:

Student Results
Not yet
Assessments Not
Satisfactory(S) satisfactor
Completed
y(NYS)
Assessment 1: Knowledge Test □ □ □
Assessment 2: Project □ □ □
Comments:
Note: student is required be marked satisfactory in all assessment tasks to be deemed

competent in this unit.
 Competent  Not Yet Competent

Unit Outcome:
Is re-assessment required:  Yes  No
Assessor’s Signature: Date:
Student’s Signature: Date:
Appendix1- Assessment resource in Astral Institute simulated environment
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Astral Institute will conduct assessment for this unit in its simulated environment located at
Address 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
Special dietary requirements
 Eating regimes (elimination, macrobiotic)

 Exclusions for allergies, contraindications with medicines or food intolerance
 Fat-free
 Fluids
 Food preferences
 Food restrictions
 Gluten-free
 High carbohydrate
 High or low energy
 High or low protein
 High fibre
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 Lacto-ovo
 Low carbohydrate
 Low cholesterol
 Low fat
 Low gluten
 Low kilojoule
 Low sugar
 Modified sodium or potassium
 Modified texture
 Nutritional requirements
 Portion size
 Substitutes:
 Gluten-free flour
 Yeast-free flour
 Non-sugar sweeteners
 Sugar-free
 Type one and two diabetes
Cultural or religious dietary requirements
 Halal
 Hindu
 Kosher
 Vegan
 Vegetarian
Customer groups addressed

 Adolescents
 Athletes
 Children
 Defence forces
 Elderly
 Health care
 Ill or injured
 Infants
 International tourists
 Nutritional and energy requirements due to physical condition
 People in areas affected by disaster or environmental extremes
 People from different socio-economic groups
 People in remote areas
 Underweight persons
 Overweight persons
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 Obese
Methods of evaluation
 Customer satisfaction discussions with:

 customers
 employees during the course of each business day
 Customer surveys
 Improvements suggested by:
 customers
 managers
 peers
 staff
 supervisors
 suppliers
 Regular staff meetings that involve menu discussions.
 Satisfaction discussions with:
 customers
 allied health professionals
 dietitians
 medical specialists
 Seeking staff suggestions for menu items
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Appendix 3 Menu overview template (Menu overview: )
Cyclic Menu Items Week 1
Meals Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Breakfast (1)
Breakfast (2)
Morning tea
Lunch (1)
Lunch (2)
Afternoon tea
Dinner (1)
Dinner (2)
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Cyclic Menu Items Week 2
Meals Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Breakfast (1)
Breakfast (2)
Morning tea
Lunch (1)
Lunch (2)
Afternoon tea
Dinner (1)
Dinner (2)
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Appendix 4- Daily meal plan and checklist
Daily meal plan and menu item checklist
Day:
Meals Menu Main Cooking Colour Flavour Texture Sizes/ Nutrien Checklist
items ingredient method s s s shapes ts
s s
Breakfast □ Ingredients suitable for customer group
(1) □ Uses prep/cooking methods that maximise
nutritional value
□ Meets requirements for menu and food variety
□ Meets macro-/micronutrient requirements
□ Meets Australian Dietary Guidelines
□ Meets nutritional requirements of customer
group
□ Uses correct terminology
Breakfast □ Ingredients suitable for customer group
(2) □ Uses prep/cooking methods that maximise
nutritional value
group
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Morning □ Ingredients suitable for customer group
tea □ Uses prep/cooking methods that maximise
nutritional value
group
Lunch (1) □ Ingredients suitable for customer group
□ Uses prep/cooking methods that maximise
nutritional value
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s s
Lunch (2) □ Ingredients suitable for customer group
nutritional value
group
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s s
Afternoon □ Ingredients suitable for customer group
tea □ Uses prep/cooking methods that maximise
nutritional value
group
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s s
Dinner (1) □ Ingredients suitable for customer group
nutritional value
group
Dinner (2) □ Ingredients suitable for customer group
nutritional value
group
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Appendix 5- Menu Costing
 Print or copy and paste this table as many times as required for your menu and add or delete
rows as required.
 Menu number is the Task number for the menu you are developing, for example, the cyclic
menu developed in Task 1 will be menu number 1, Task 2 is menu number 2, and so on.
Menu item name Yield: Menu no.

Qty Unit Purchase unit Purchase Cost
unit price Yield Total cost
$ % $
Total cost of recipe $
Portion cost $
Other expenditure items
Expenditure item Qty Unit Purchase price Cost per unit $
per unit $
Total expenditure item cost $

Total cost of menu item per portion
$
(total recipe cost plus total expenditure item costs)
Copyright: Instructions in this tool have been developed by NTA and Astral Institute for sole purpose of use by Astral Institute. Any
part of these assessment instructions cannot be reproduced in full or part for without approval of Astral Institute and NTA which
holds authorship rights.
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SIT40516 - Certificate IV in Commercial Cookery

SITHKOP004 - Develop Menus for Special Dietary Requirements

Student Assessment Guide

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Student Signature: Date:

ASSESSMENT RECEIVED BY Astral Institute Staff

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

Astral Institute Student

Staff Name: ………………...……..............……...……... Student ID:

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The assessment booklet contains two (2) parts:

 Application of the unit of competency

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Assessment Assessment description Due date Location of

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Outline of evidence to be collected:

Assessment Task 1  Completed knowledge test with questions answered and

 Satisfactorily completed all tasks

Administration, recording and reporting requirements:

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Recording an assessment result:

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For assessment task:

Reasonable adjustments and special learning needs:

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Plagiarism, cheating and assessment dishonesty:

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

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Required documents and equipment:

Instructions for students:

Planning the assessment

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

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

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