Sithkop010 Student Assessment Tasks 4pcrttni

Australian Harbour International College
RTO ID: 41338 CRICOS Provider Code: 03449J

ABN: 74 603 036 102
T: 02 9268 0085
E: admissions@ahic.edu.au
W: www.ahic.edu.au
A: Level 1, 84 Mary Street
Surry Hills, NSW 2010, Australia
Assessment Details
Qualification Code/Title SIT40521 Certificate IV in Kitchen Management
Time
Assessment Type Assessment -01 (Knowledge Questions)
allowed
Assessment- 02 (Plan and cost recipes)
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title SITHKOP010 Plan and Cost Recipes
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is Signature: ____________________________
my own, and has not been copied or plagiarised from any Date: _____/______/__________
person or source.
Assessor Details
Assessor’s Name
Assessment 1 Result
SATISFACTORY NOT SATISFACTORY
(Please Circle)
Assessment 2 Result
SATISFACTORY NOT SATISFACTORY
(Please Circle)
Feedback to student:
Australian Harbour International College, Level 1, 84 Mary Street, Surry Hills NSW 2010, Australia
|RTO NO: 41338 | CRICOS Provider Code: 03449J
Version V1.0/ Mar 2023 Page 1 of 1

SITHKOP010 Plan and Cost Recipes
ABN: 74 603 036 102
T: 02 9268 0085
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Student Declaration: I declare that I have been Assessor Declaration: I declare that I have conducted a fair,
assessed in this unit, and I have been advised of my valid, reliable and flexible assessment with this student, and I
result. I am also aware of my appeal rights. have provided appropriate feedback.
Signature Signature
Date
Date

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W: www.ahic.edu.au
Instructions to the Candidates
 This assessment is to be completed according to the instructions given below in this document.
 Should you not answer the tasks correctly, you will be given feedback on the results and gaps in
knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
 If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
 Please refer to the College re-submission and re-sit policy for more information.
 If you have questions and other concerns that may affect your performance in the Assessment, please
inform the assessor immediately.
 Please read the Tasks carefully then complete all Tasks.
 To be deemed competent for this unit you must achieve a satisfactory result with tasks of this
Assessment along with a satisfactory result for another Assessment.
 This is an Open book assessment which you will do in your own time but complete in the time
designated by your assessor. Remember, that it must be your own work and if you use other sources
then you must reference these appropriately.
 Resources required completing the assessment tasks are Learner guide, PowerPoint presentation,
Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a
computer, the Internet and word-processing system such as MS Word.
 Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to
be 12 and line spacing has to be Single line.
 Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC
Moodle.
 Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a
mark of Zero.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to
accommodate the needs of any student, but there is a requirement to be flexible
about the way in which it is delivered or assessed.

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• The Disability Standards for Education requires institutions to take reasonable steps
to enable the student with a disability to participate in education on the same basis as
a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment
Strategies Matrix” to ensure the explanation and correct strategy have been recorded
and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the
assessment pack to the administration/compliance and quality assurance
department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-English-  Speaking  Discuss with the student and supervisor (if applicable)
Speaking  Reading whether language, literacy and numeracy are likely to
Background  Writing impact on the assessment process
Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
 Indigenous  Knowledge  Culturally appropriate training
and  Explore understanding of concepts and practical
understanding application through oral assessment
 Flexibility  Flexible delivery
 Services  Using group rather than individual assessments
 Inappropriate  Assessment through completion of practical tasks in the
training and field after demonstration of skills and knowledge.
assessment
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience

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 Limited study  Ensure that the time available to complete the

skills assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
 Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning
strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning  Changes in teaching practices, e.g. wearing an FM
strategies microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

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What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only
be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel
you have sufficient grounds to believe that you are entitled to be assessed as competent. You
must be able to adequately demonstrate that you have the skills and experience to be able to
meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a
form to make an appeal and submit it to your trainer, the course coordinator, or the
administration officer. The AHIC will examine the appeal and you will be advised of the outcome
within 14 days. Any additional information you wish to provide may be attached to the appeal
form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means
acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and
to pass them off as your own by failing to give appropriate acknowledgement. This includes
material sourced from the Internet, RTO staff, other students, and from published and
unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
 Paraphrasing and presenting work or ideas without a reference
 Copying work either in whole or in part
 Presenting designs, codes or images as your own work
 Using phrases and passages verbatim without quotation marks or referencing the
author or web page

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 Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO.
This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other
students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students
who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and
could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:

Your submitted document must follow the given criteria:
 Font must be Times New Roman, Font size need to be 12 and line spacing has to be
Single line.
 Your assessment needs to be submitted as an electronic copy unless requested
differently by your assessor.
 The Assessment file name for electronic copy should follow :
Student Id_Assessment_No ( Example AHI000014_Assessment 1
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should
reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator

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http://www.harvardgenerator.com
Contents
Introduction 4
Assessment for this unit 4
Assessment Task 1: Knowledge questions 5
Information for students 5
Questions 6
Assessment Task 2: Plan and cost recipes 16
Information for students 16
Activities 17

ABN: 74 603 036 102
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Introduction
Welcome to the Student Assessment Tasks for SITHKOP010 Plan and cost recipes. 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

For you to be assessed as competent, you must successfully complete two assessment tasks:
 Assessment Task 1: Knowledge questions – You must answer all questions correctly.
 Assessment Task 2: Plan and cost recipes – You must work through a range of activities to
plan and cost 12 recipes and complete a Customer Preferences and Recipe Planning
Template (Assessment Task 2), a Standard Recipe Card Spreadsheet Template (Assessment
Task 2) and a Recipe Feedback Template (Assessment Task 2).

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 1: Knowledge questions

Information for students
Knowledge questions are designed to help you demonstrate the knowledge which you have
acquired during the learning phase of this unit. Ensure that you:
 review the advice to students regarding answering knowledge questions 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.
i
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
 the maximum time allowed for completing this assessment task
 whether or not this task is open-book.
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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Questions
Provide answers to all of the questions below.
1. List five sources of information that you could use to find information on your organisation’s
current customer profile and food preferences.
2. Outline each of the following service styles.
Menu Style Description
À la carte
Buffet

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Cyclical
Degustation
Set

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Table d’hote
3. List three types of cuisine.
4. Describe three sources of information that you can use for determining the cost of supply for
ingredients.
5. Describe the following methods and formulas for calculating dish profitability and viability.

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Definition Formulas/Method
Budgeted sales
price
Standard measures

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Food cost
percentage
Standard yield tests

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Mark up
GST added on to
determine final sale
price
GST off sale price to

determine portion
cost

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
6. Give an example of how each of the listed food preferences can influence recipe planning.
Classical
Contemporary

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Cultural and ethnic
Seasonal
Variety of food
products
7. Give an example of how each of the listed customer characteristics can influence recipe
planning.

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Age range
Gender
Budget or buying
power

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Dietary requirements
or preferences
Location
Social and cultural

background
8. Outline how the availability of seasonal produce might influence your recipe planning process.
The End

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 2: Plan and cost recipes

Information for students
Tasks required for this unit

This unit of competency requires that you:
 plan and cost recipes for three complete dishes for four of the following menu types (12
recipes in total):
o à la carte o degustation
o buffet o set or table d’hôte
o cyclical
 identify the food preferences of customer groups and use to inform recipe planning for the
above 12 dishes

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 seek feedback from supervisor or colleagues and implement improvements to dishes as

required
 develop the above recipes using:
 standard recipe cards in spreadsheet o units of measure

format, including:
o description
o method
o equipment
o portion size
o food cost percentage
o ingredients
o GST.
Instructions for how you will complete these requirements are included below.

ABN: 74 603 036 102
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Activities
Complete the following activities.
1. Carefully read the following information.
Successful completion of this unit requires that you complete the range of tasks
listed above. It is important that you provide evidence that you have successfully
completed each task.
Below is a guide to the skills and knowledge you must demonstrate when you are
completing each task. We have provided a number of templates to assist you and
you will find these in the student resources.
What do I need to demonstrate?

During this task, you will be required to demonstrate a range of the skills and
knowledge that you have developed during your course. These include:
 Identifying customer preferences by:
o identifying the food business’s current customer profile
o identifying food preferences of the customer base through asking

questions and listening to responses.
 Planning and costing 12 recipes based on identifying customer preferences,

including three (3) complete dishes for four of the following menu types
o à la carte
o buffet
o cyclical
o degustation
o set or table d’hôte
 Planning dishes by:
o generating a range of ideas for suitable dishes
o choosing dishes based on the food business’ service style and cuisine, as
well as customer preferences
o including a balanced variety of dishes for the service style and cuisine.
 Costing recipes by:

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o itemising the proposed components of included dishes
o calculating portion yields and costs from raw ingredients
o calculating mark-ups and selling price for profitability
o assessing cost-effectiveness of proposed dishes
o identifying ingredients that provide high yield.
 Writing correct dish descriptions by:
o writing dish descriptions using words that will:
 appeal to the customer base and promote sales
 fit with the food business’ service style.
 Evaluating dishes by:
o using feedback from supervisors or colleagues
o adjusting dishes based on feedback and profitability.
How will I provide evidence?

In your student resources folder, you will find a number of templates, each of which
you must complete. Detailed instructions for completing each of the templates are
provided below.
Tips for completing Plan and cost recipes
 Read through this assessment and your templates before you get started and
make sure you understand what you need to do. If you are unsure, speak to
your assessor and/or supervisor.
 Stay up to date! 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. Identify customer preferences.
In this step, you need to:
 identify your food business’ current customer profile

ABN: 74 603 036 102
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 identify the food preferences of your customer base.
The food business could be your RTO’s training kitchen or a workplace. Customers
can be a group of customers of your RTO’s training kitchen (these could be fellow
students or actual customers) or your workplace. Your assessor will assist you to
identify a suitable food business and customers.
Use the Customer Preferences and Recipe Planning Template to record the
information about the food business’ current customer profile. To complete this
template, you will also need to interview a minimum of four (4) customers about
their food preferences. Use the questions included in the Customer Preferences
and Recipe Planning Template and then then interview each of your four
customers, documenting their answers in the template.
As this unit requires you to demonstrate that you can use oral communication skills
for asking questions that inform recipe choice and listening and responding to each
customer’s feedback, you will also need to arrange with your assessor to observe
you completing at least two of the interviews. Your assessor can watch the
interviews in person, or you can record your interviews for your assessor to view
later. Speak to your assessor about whether the observations will be in person on
recorded.
Please note that you will also use the information recorded in your Customer
Preferences and Recipe Planning Template to plan your recipes.
You will need to generate ideas based on identifying customer preferences and
then select twelve dishes or food production types for which you will develop
recipes.
The twelve recipes must consist of three (3) complete dishes or food production
items for four of the following menu types:
 à la carte
 buffet
 degustation
 set or table d’hôte
In the next activity, you will cost these recipes.
Complete your Customer Preferences and Recipe Planning template in full and
submit to your assessor.
3. Plan and cost recipes.

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For this part of the assessment, you need to document, as well as cost your twelve
(12) recipes.
The recipes need to be created in spreadsheet format and a Standard Recipe Card
template has been provided for you in your student resources. The standard recipe
card requires you to complete the following information:
 name of the dish or food production item
 dish or food production item description
 menu type that the dish/food production item is for
 equipment to be used to create the dish or food production item
 ingredient amount
 ingredient cost
 portion cost and total portion cost
 method
 mark up %
 GST amount
 total cost
 Selling price
 food percentage cost.

Please note that your assessor will provide you with a commodity price list for the
ingredients which you will use for in your menus.
Record your 12 dishes or food production items in your Standard Recipe Card
template and submit to your assessor.
4. Evaluate dishes.
Once you have developed your recipes, you need to evaluate them to check that
the dishes or food production items will sell well.
Choose three of the recipes that you have developed and that you feel you would
like feedback on. Arrange to meet with at least two colleagues (fellow students or
workplace colleagues) to discuss and seek feedback on the two recipes. At the
meeting you will advise your colleagues of the following:
 the target customer group for the food business and customer profile.
 the name and description of the dish or food production item and what the

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proposed price.
Use the questions in the Recipe Feedback Template and record the feedback you
receive.
Record the feedback received as well as what changes or improvements you would
make to your dishes on the Recipe Feedback template and submit to your
assessor.
The End


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Australian Harbour International College

RTO ID: 41338 CRICOS Provider Code: 03449J

Qualification Code/Title SIT40521 Certificate IV in Kitchen Management

Due Date Location AHIC Term / Year

National Code/Title SITHKOP010 Plan and Cost Recipes

Student Declaration: I declare that the work submitted is Signature: ____________________________

Version V1.0/ Mar 2023 Page 1 of 1

result. I am also aware of my appeal rights. have provided appropriate feedback.

Version V1.0/ Mar 2023 Page 2 of 1

Instructions to the Candidates

Version V1.0/ Mar 2023 Page 3 of 1

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

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 Limited study  Ensure that the time available to complete the

Explanation of reasonable adjustments strategy used (If required)

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What if you disagree on the assessment outcome?

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 Reproducing lecture notes without proper acknowledgement.

Assessment Formatting and Answer length Guidance:

Student Id_Assessment_No ( Example AHI000014_Assessment 1

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Assessment for this unit

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Assessment Task 1: Knowledge questions

 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

 the maximum time allowed for completing this assessment task

 whether or not this task is open-book.

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2. Outline each of the following service styles.

Menu Style Description

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Menu Style Description

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Menu Style Description

3. List three types of cuisine.

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Standard yield tests

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GST off sale price to

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Cultural and ethnic

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Social and cultural

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Assessment Task 2: Plan and cost recipes

Tasks required for this unit

o buffet o set or table d’hôte

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 seek feedback from supervisor or colleagues and implement improvements to dishes as

 develop the above recipes using:

 standard recipe cards in spreadsheet o units of measure

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1. Carefully read the following information.