ITHHACAT01AEM-Prepare Daily Meal Plans To Promote Good Healt

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
PREPARE DAILY MEAL PLANS TO
PROMOTE GOOD HEALTH
Unit Code: ITHHACAT01AEM

Acknowledgements
Writer:
Ir. Tuti Sumiati, Instructor of VEDC Sawangan
Others:
Indonesian Hotels and Restaurant Association
Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development
This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not intended to
replace current resources.
Package for Hospitality Training – Prepare daily meals to promote good health i
Glossary
Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.
Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.
Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.
Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.
Context of assessment
Specifies where, how and by what methods assessment should occur.
Elements
The skills, which make up a unit of competence.
Evidence guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular trainees or students.
Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.
Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.
Key competencies
Competencies that underpin all work performance. These are collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.
Package for Hospitality Training – Prepare daily meals to promote good health ii
These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal autonomy
for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.
Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.
National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.
Performance criteria
This is used to judge whether an individual has achieved competence in a unit.
Range of variables
This details the range of different contexts that may apply to a particular unit.
Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.
Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.
Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.
Trainee or student
A trainee or student is a person who is being taught knowledge or skills.
Trainer or teacher
A trainer or teacher is a person who facilitates learning.
Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.
Unit descriptor
A general description of the competency standard.
Valid
Judgement on the same evidence and criteria
Package for Hospitality Training – Prepare daily meals to promote good health iii
will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Prepare daily meals to promote good health iv
Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)__________10
5. Assessment
5.1 Workplace assessment issues______________________________51
5.1.1 Workplace assessment.....................................................................51
5.1.2 Competent.........................................................................................51
5.1.3 Recognition of current competence...................................................51
5.1.4 Assessors..........................................................................................51
5.2 Underpinning skills and knowledge___________________________51
5.2.1 Assessment of underpinning skills and knowledge...........................51
5.2.2 Examples of assessment tasks.........................................................52
5.3 Suggested assessment for Prepare daily meal plans to promote good
health__________________________________________________52
Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.
This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.
This will help you teach the competency Prepare daily meal plan to promote good health.
This guidance deals with the skills and knowledge required to the skills and knowledge
required to meet the nutritional requirements of all target groups. It involves preparation of
meal plans, diets and menus according to nutritional requirements. It does not focus on
general menu planning principles involving budgetary, marketing and cultural concerns.
Linkages to other units:

This unit may be assessed either on or off-the-job. The assessment should include
comprehensive theory tests or questioning, plus practical case studies and/or projects.
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no basis towards individual sectors. The range of
variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.
Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.
A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.
The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers and trainers are encouraged to utilise their own industry
knowledge, experience, local examples and products to adapt the materials or develop their
own resources, in order to ensure the relevance of the training.
1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill
Package for Hospitality Training – Prepare daily meals to promote good health 1
Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?
2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.
Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.
2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.
2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www. Tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurants Association (PHRI)
Jl. R. P Soeroso GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Telp: (021) 743 1271
Package for Hospitality Training – Prepare daily meal plans to promote good health 2
Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.
3.2 Competency standard

UNIT ITHHACAT01AES PREPARE DAILY MEAL PLANS TO PROMOTE GOOD
HEALTH
UNIT DESCRIPTOR This unit deals with the skills and knowledge required to meet the
nutritional requirements of all target groups. It involves preparation
of meal plans, diets and menus according to nutritional
requirements. It does not focus on general menu planning
principles involving budgetary, marketing and cultural concerns.
ELEMENTS PERFORMANCE CRITERIA

01 Identify dietary and 1.1 Target groups are identified in terms of:
nutritional needs of  age requirements
target groups  life style
 food preferences.
02 Prepare daily meal 2.1 A range of suitable foods, meals and menus are
plans and menus selected considering:
 dietary guidelines
 individual's likes and dislikes
 food of differing energy and nutrient density
 the special needs of specific groups
 menu planning principles.
2.2 Meal plans and menus that promote good health and
reduce the incidence of diet-related health problems
are developed.
2.3 Cyclic menus are prepared when required, and
balanced in terms of nutritional requirements and
variety.
2.4 Food preparation and cooking methods are
recommended to maintain maximum nutritional value
of food.
2.5 Menus are evaluated to ensure appropriate
nutritional content and balance.
03 Evaluate meals and 3.1 Meals and menus are evaluated to ensure customer
menus satisfaction.
RANGE OF VARIABLES
1. This unit applies to all catering operations where cook-chill is used and includes the
following establishments / operations:
1.1 educational institutions
1.2 cafeterias/kiosks/canteen/cafes/gourmet food shops
1.3 fast food outlets
1.4 health establishments
1.5 mining operations
1.6 defence forces
1.7 corrective services
1.8 residential catering
1.9 in-flight catering
1.10 transport catering
1.11 events catering
1.12 private catering.
2. Target groups include all sectors of the population including infants, children,
adolescents, aged, and those with varying nutritional and energy requirements due
to physical condition, lifestyles and preferences.
3. Methods used to evaluate diets and meal plans, and analyse foods, may include
computer programs; customer feedback questionnaires; and customer and health
support personnel interviews.
EVIDENCE GUIDE
1. Evidence of knowledge and understanding is required of basic principles and practices
of:
1.1 hygiene
1.2 occupational health and safety.
2. Knowledge and understanding of the following is required:
2.1 dietary guidelines and principles
2.2 the food groups
2.3 food selection guidelines
2.4 suitable foods for selected target groups when planning diets and menus
2.5 food preparation skills to ensure maximum nutrition of foods, and to assist
in improving healthy food choices by clients.
3. A knowledge and understanding of the use of food analysis tables in the
preparation of diet plans and menus is required.
4. This unit may be assessed either on or off-the-job. The assessment should include
comprehensive theory tests or questioning, plus practical case studies and/or
projects.
KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT
Collecting, organising and 3 Using mathematical ideas and 2

analysing information techniques
Communicating ideas and 3 Solving problems 3
information
Planning and organising 3 Using technology 2
activities
Working with others and in 3
teams
Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
01. Identify dietary and This unit applies to all catering
nutritional needs of target operations where cook-chilli is
group. used and includes the
following establishment /
operations: educational
institutions,
cafeterias/kiosks/canteen/cafe
s/gourmet food shops, fast
food outlets, health
establishments, mining
operations, defence forces,
corrective service, residential
catering, in-flight catering,
transport catering, events
catering, private catering.
1.1. Targets group are identified in Target groups include all The meaning of healthful Identify the nutritional B OHT 1
terms of: sectors of the population diet. needs for target group Dis HO 1
 age requirements including infants, children, Recommended Daily PA OHT 2
 life styles adolescents, aged, and those Amounts (RDA) HO 2
 food preference. with varying nutritional and The function of RDA HO 3
energy requirements due to Using the RDA Tables HO 4
physical condition, lifestyles
and preferences.
02. Prepare daily meal plans

and menus.
2.1. A range of suitable foods, Factor influences the Selection of foods, meals Q HO 5a-j
meals and menus are selected selection of menus and menus Dis HO 6a-b
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
considering: dietary HO 7
guidelines, individual’s likes
and dislikes, food of differing
energy and nutrient density,
menu planning principles
2.2. Meal plans and menus that Meals and menu planning Dis HO 8
promote good health and PA HO 9
reduce the incidence of diet- HO 10
related health problems are HO 11a-b
developed. HO 12
2.3. Cyclic menus are prepared Preparing the menus Dis HO 13

when required, and balanced cycles OHT 3
in terms of nutritional HO 14
requirements and variety.
2.4. Food preparation and cooking Recommendation of Dis HO 15
methods are recommended to preparing and cooking the HO 16
maintain maximum nutritional food HO 17
value of food.
2.5. Menus are evaluated to
ensure appropriate nutritional
content and balance.
03. Evaluate meals and menus.

3.1. Meal and menus are Evaluation of meals and Dis HO 18
evaluated to ensure customer menus Q HO 19
satisfaction. PA HO 20
OHT 4
HO 21
Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Hand Out – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V
Explanation – Exp
4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Identify the nutritional needs for target group Trainer or teacher to brainstorm the trainees as to “the meaning of health full diet”.
Trainer or teacher to give and discuss OHT 1 [The meaning of healthy diet].
Trainees or students to take notes.
Trainer or teacher to give and discuss Handout 1 [Recommended dietary allowances].

Trainer or teachers to give and discuss OHT 2 [The function of energy] see notes for The Trainer or
teacher 1, 2, 3.
Trainer or teacher to give and discuss Handout 2 [Energy requirements].

Trainer or teacher to give and discuss Handout 3 [Estimating the daily energy expenditure].
Trainer or teacher to give Handout 4 [Assessing the daily energy expenditure].

Trainees or students to do the task from Handout 4.
Trainer or teacher to evaluate the trainees or students task.
Trainer or teacher to give Handout 5a-j [Food composition table (per 100 gr of raw edible portion)]
student to have?
and Handout 6a-b [Recommended nutritional allowances].
Trainer or teacher to give and discuss Handout 7 [Protein requirements].
Selection of foods, meals and menus Trainer or teacher to ask the trainees or students as to: “How much energy is required for each group?”
Trainer or teacher to give and discuss Handout 8 [Selection of essential nutrients].
Meals and menus planning Trainer or teacher to give and discuss Handout 9 [Factors to be considered in planning a menu].
Trainer or teacher to give and discuss Handout 10 [Basic food guide for planning menu].
Trainer or teacher to give and discuss Handout 11a-b [Food plan for good nutrition].
Trainer or teacher to give and discuss Handout 12 [Menu samples].
Trainer or teacher to give and discuss Handout 13 [Task in planning menu].

Trainees or students to do the task.
Trainer or teacher to evaluate the task of the Trainees or students and discuss to the Trainees or students.
Preparing the menus cycles Trainer or teacher to give and discuss OHT 3 [The meaning of menu cycles].
Trainer or teacher to give and discuss Handout 14 [The function of cyclic menus].
Recommendation of preparing and cooking Trainer or teacher to give and discuss Handout 15 [Food preparation processes].
the food Trainees or students to take notes.
Trainer or teacher to give and discuss Handout 16 [Losses in food preparation].
Trainer or teacher to give and discuss Handout 17 [Economy hints for cooking foods]
Trainer or teacher to ask the Trainees or students: “Why we must do the evaluation of meals and menus?”
student to have?
Trainer or teacher to show and discuss Handout 18 [The role of menu evaluation].
Trainer or teachers to give and discuss Handout 19 [Evaluation a day’s intake using food composition
tables] see Notes for The Trainer or teacher 4 & 5.
Evaluation of meals and menus Trainer or teacher to give Handout 20 [Determining and evaluating the nutrient content of a daily
diet].
The Trainees or students to do the task from Handout 20.
Trainer or teacher to evaluate and discuss the task of the Trainees or students.
Trainer or teacher to give and discuss OHT 4 [Method for food preference evaluation].
Trainer or teacher to give Handout 21 [Recommended daily energy intake for ‘reference’ people].
4.3 Support materials
(Overhead transparencies/
Handouts)
OHT 1
The meaning of healthy diet
Healthy diet also called a well-balance diet.
It means a diet consists of the minimum amount of
nutrient or energy needed to prevent nutritional
disorder and permit normal growth (especially in
groups of children).
HO 1
Recommended Dietary Allowance

(RDA)
Sometimes it is called Recommended Daily

Amounts.
It is prepared by Food Agriculture Organisation of
the United Nation (FAO) and the World Health
Organisation (WHO).
It is used for:
 planning future food supplies for a country
 planning diets for institutions, hospitals, schools,
prisons and arm services
 labelling packed foods to indicate the proportion
of RDA in average serving portions.
The values given for nutrients are averages of

people, since the dietary needs of individuals differ
Every country has RDA list.
OHT 2
The function of energy
1. Basal Metabolic Rate (BMR)
 energy needed for healthy human beings

lying down at complete physical and mental
rest in comfortably warm room (20o c)
twelve hour after a meal.
2. Thermic or thermogenic effect of food
 energy is used to metabolise food, sugars

are changed into glycogen and fats and
amino acids are broken down into
carbamide (urea).
3. Physical activity.
Notes for Trainer 1
The average effect of body size on

BMR*)
Weight Height Basal Metabolic Rate

(Kg) (Cm)
Per hour Per day
(KJ) (Cal) (KJ) (Cal)
80 188 313 75 7560 1798

75 185 304 73 7280 1747
70 183 293 70 7030 1680
65 180 282 67 6650 1613
60 178 270 64 6470 1546
Note:
*) Tables above indicate BMR above and below a conventional
standard of 70 kg weight and 183 cm in height.
Notes for The Trainer 2
The effect of age on BMR
Men Women
Age Per hour Per day Per hour Per day
(Year) (KJ) (Calories) (KJ) (Calories) (KJ) (Calories) (KJ) (Calories)
20 293 70 7030 1680 251 60 6010 1440
30 280 67 6820 1608 247 59 5930 1418
40 276 66 6580 1584 245 59 5880 1414
50 272 65 6520 1560 242 58 5800 1392
60 267 64 6420 1536 234 56 5620 1344
70 259 62 6210 1488 226 54 5420 1296
80 251 60 6010 1440 218 52 5230 1248
Source: Pyke, M. 1980. Nutrition. John Murray Ltd. London
Notes for the Trainer 3
The average energy requirements for

various activities
Energy per hour
(KJ) (Calories)
Light work
Sitting 63 15
Writing 84 20
Standing (at ease) 84 20
Typing 67-167 16-40
Typing Quickly 230 55
Sewing 125-368 30-80
Dressing 138 33
Undressing 138 33
Drawing 167-209 40-50
Lithography 167-209 40-50
Violin playing 192 46
Tailoring 209-350 50-84
Washing dishes 247 59
Ironing 247 59
Bookbinding 180-376 43-90
Moderate Work
Shoemaking 343-481 82-115
Sweeping floors 351-460 84-110
Dusting 460 110
Washing clothes 518-894 124-214
Charring 339-646 81-157
Metal working 489-589 117-141
Carpentering 585-752 140-180
House painting 606-669 145-160
Walking 523-1003 130-240
Hard work
Polishing 727 174
Joinery 815 195
Blacksmithing 1154-1667 276-351
Riveting 1154 276
Marching 1170-1672 280-400
Cycling 752-2508 180-600
Rowing 501-2508 120-600
Swimming 836-2926 200-700
Very hard work

Coalmining (average for a shift) 1338 320
Stonemason’s work 1379 330
Sawing wood 1756 420
Climbing 1672-3766 400-900
Fast walking 2362 565
Ski-ing 2090-4013 500-960
Running 3344-4184 600-1000
Wrestling 4096 980
Walking upstairs 4184 1000
Fast rowing 5183 1240
Sprinting 5183 1240
HO 2
Energy requirements
(per kg body weight)
Types of Energy Description

Groups Requirem
ent (MJ/kg
body
weight)*
Babies 0.46 MJ Require a higher intake per kg of the body
Pre-school 0.42 MJ weight compare to adults
children 0.34 MJ
School children
Adolescents
o Male 0.24 MJ Male adolescents have a higher energy
o Female 0.21 MJ intake than that of female adolescents
Adults
o Male 0.19 MJ The energy requirements depend on the
o Female 0.17 MJ physical activity. The heavier the activity
needs the more energy is used. Males
require more energy because of their
increased muscle structure
Pregnancy + 0.13 MJ Addition of energy used to form new tissues
and meet requirements of the living foetus,
and the foetal membranes, amnion and
placenta. The increased body weight of the
pregnant women needs extra energy for the
movement of her heavier body
Lactation + 0.21 MJ The production of breast-milk amounting to
850 ml daily requires about 3.8 MJ energy
daily for the carbohydrate and lipid content
and for synthesis and secretion. Some of this
energy comes from lipid fat reserves laid
down during pregnancy and by additional
intake of about 2.3 MJ daily in the diet
Elderly 0.15 MJ Energy needs fall with increasing age
because of lesser physical activity, a lower
BMR after the ages of 55 to 60 years
Note:
* Derived from RDA table
HO 3
Estimating the daily energy

expenditure
1. Estimating BMR
 calculate the ideal body weight
 multiply the ideal body by 24 kcal/kg/day.
2. Estimating energy expenditure for the thermic

effect of exercise
Activity Level % BMR

Not very active 30 – 40 %
Moderately active 40 – 50 %
Very active 50 – 100 %
 multiply the bmr by percentage of activity level.
3. Estimating the energy expenditure for body’s

processing of food
 add the number of kcal used for BMR and activity
 calculate 10 % of that sum.
4. Estimating total energy expenditure

 sum the values for basal metabolic, physical
activity, and the thermic effect of food.
HO 4
Assessing the daily energy expenditure
Task
Record your activity a day ago, and calculate your
energy expenditure
HO 5a
Food composition table (per 100 gr of raw edible portion)
Carbo- Vitamin Nicotine

Hydrate A (retinol Chole- acid
Food Energy value Protein Fat (as mono- Calcium Iron equiva- Calcifer Thiamine Riboflavin (equiv- Ascorbic
saccharide lents) ol alents) acid
)
(Cal) (kJ) (g) (g) (g) (mg) (mg) (µg) (µg) (mg) (mg) (mg) (mg)
Milk
Cream, double 449 1881 1.8 48.0 2.6 65 0 420 0.28 0.02 0.08 0.4 0
Cream, single 189 792 2.8 18.0 4.2 100 0.1 155 0.10 0.03 0.13 0.8 1
Milk, liquid, whole 65 272 3.3 3.8 4.8 120 0.1 44 0.05 0.04 0.15 0.9 1
37 0.01
Milk, condensed,
whole, sweetened 322 1349 8.2 9.2 55.1 290 0.2 112 0.12 0.10 0.40 2.0 3
Milk, whole,
evaporated 166 696 8.5 9.2 12.8 290 0.2 112 0.12 0.06 0.37 2.0 2
Milk, dried, whole 492 2061 26.6 27.7 37.6 813 0.7 246 0.30 0.31 1.10 6.9 11
8.82
Milk, dried, half

-cream 425 1781 31.5 15.0 43.8 940 0.8 143 0.18 0.36 1.35 8.2 10
8.82
Milk, dried,
skimmed 329 1379 37.2 0.5 46.9 277 1.1 4 0 0.30 1.73 9.7 10
Yoghurt, natural 57 239 3.6 2.6 5.2 140 0.1 39 0.02 0.05 0.19 0.9 0
Food Energy value Protein Fat (as mono- Calcium Iron equiva- Calcifer Thiamine Riboflavin (equiv- Ascorbic
saccharide lents) ol alents) acid
)
Yoghurt, fruit 79 331 3.6 1.8 13.0 140 0.1 22 0.02 0.05 0.19 0.9 0
HO 5b
Food composition table (per 100 gr of raw edible portion) (cont’d)

Food Energy value Protein Fat (as mono- Calcium Iron equiva- calcifero Thiamine (equiv- Ascorbic
saccharide lents) l Riboflavine alents) acid
)
Cheese
Cheese, Cheddar 412 1726 25.4 34.5 0 810 0.6 420 0.35 0.04 0.50 5.2 0
Cheese, cottage 115 482 15.3 4.0 4.5 80 0.4 27 0.02 0.03 0.27 3.2 0
Meat
Bacon, average 476 1994 11.0 48.0 0 10 1.0 0 0 0.40 0.15 4.0 0
Beef average 313 1311 14.8 28.2 0 10 4.0 0 0 0.07 0.20 7.8 0
Beef, corned 224 939 22.3 15.0 0 13 9.8 0 0 0 0.20 7.7 0
Beef, stewing
steak, raw 212 888 17.0 16.0 0 10 4.0 0 0 0.07 0.20 8.2 0
Beef, stewing
steak, cocked 242 1014 29.0 14.0 0 8 5.0 0 0 0.05 0.22 10.4 0
Chicken, raw 144 603 20.8 6.7 0 11 1.5 0 0 0.04 0.17 9.5 0
)
Chicken, roast 184 771 29.6 7.3 0 15 2.6 0 0 0.04 0.14 10.0 0
Ham, cooked 422 1768 16.3 39.6 0 13 2.5 0 0 0.50 0.20 7.2 0
Kidney, average 105 440 16.9 4.2 0 14 13.4 300 0 0.30 2.00 11.1 12
Lamb, average,
raw 331 1387 13.0 31.0 0 10 2.0 0 0 0.15 0.25 7.7 0
Lamb, roast 284 1190 25.0 20.4 0 4 4.3 0 0 0.10 0.25 9.8 0
Liver, average, raw 139 582 16.5 8.1 0 8 13.9 6000 0.75 0.30 3.00 17.1 30
Liver, fried 276 1156 29.5 15.9 4.0 9 20.7 6000 0.75 0.30 3.50 22.4 20
HO 5c

)
Luncheon meat 325 1362 11.4 29.0 5.0 18 1.1 0 0 0.40 0.20 6.1 0
Pork, average 408 1719 12.0 40.0 0 10 1.0 0 0 1.00 0.20 7.7 0
Pork chop, grilled 527 2208 18.6 50.3 0 8 2.4 0 0 0.80 0.20 9.2 0
Sausage, pork 369 1546 10.4 30.9 13.3 15 2.5 0 0 0.17 0.07 3.9 0
Steak and kidney
pie, cooked 304 1274 13.3 21.1 16.2 37 5.1 126 0.55 0.11 0.47 6.0 0
)
Tripe 60 251 11.6 1.0 0 70 0.7 10 0 0.18 0.10 5.7 0
Fish
Cod, haddock,
white fish 69 289 16.0 0.5 0 25 1.0 0 0 0.06 0.10 6.0 0
Cod, fried in batter 199 834 19.6 10.3 7.5 80 0.5 0 0 0.04 0.10 6.7 0
Fish cont
Fish finger
Herring 192 804 13.4 6.8 20.7 50 1.4 0 0 0.12 0.16 3.9 0
Kipper 190 796 16.0 14.1 0 100 1.5 45 22.25 0.03 0.30 6.4 0
Salmon, canned 220 922 19.0 16.0 0 120 2.0 45 22.25 0 0.30 6.9 0
Sardines, canned 133 557 19.7 6.0 0 66 1.3 90 12.50 0.03 0.10 10.6 0
in oil
285 1194 20.4 22.6 0 409 4.0 30 7.50 0 0.20 8.6 0
HO 5d

)
Eggs
Eggs, fresh 158 662 11.9 12.3 0 56 2.5 300 1.50 0.10 0.35 3.0 0
Fats
Butter 745 3122 0.5 82.5 0 15 0.2 995 1.25 0 0 0.1 0
Lard, cooking fat
dipping 894 3746 0 99.3 0 0 0 0 0 0 0 0 0
Margarine 769 3222 0.2 85.3 0 4 0.3 900 8.00 0 0 0.1 0
Oils, cooking and
salad 899 3767 0 99.9 0 0 0 0 0 0 0 0 0
Preserves etc.
Chocolate, milk 578 2422 8.7 37.6 54.5 246 1.7 6.6 0 0.03 0.35 2.5 0
Honey 288 1207 0.4 0 76.4 5 0.4 0 0 0 0.05 0.2 0
Jam 262 1098 0.5 0 69.2 18 1.2 2 0 0 0 0 10
Ice cream, vanilla 192 805 4.1 11.3 19.8 137 0.3 1 0 0.05 0.20 1.1 1
Marmalade 261 1094 0.1 0 69,5 35 0.6 8 0 0 0 0 10
Sugar, white 394 1651 0 0 105.0 1 0 0 0 0 0 0 0
Syrup 297 1244 0.3 0 79.0 26 1.4 0 0 0 0 0 0
HO 5e

)
Vegetables
Beans, canned in
tomato sauce 92 385 6.0 0.4 17.3 62 2.1 50 0 0.06 0.04 1.5 3
Beans, broad 69 289 7.2 0.5 9.5 30 1.1 22 0 0.28 0.05 5.0 30
Beans, haricot 256 1073 21.4 0 45.5 180 6.7 0 0 0.45 0.13 6.1 0
Beans, runner 15 63 1.1 0 2.9 33 0.7 50 0 0.05 0.10 1.2 20
Beetroot, boiled 44 184 1.8 0 9.9 30 0.7 0 0 0.02 0.04 0.4 5
Brussels sprouts,
raw 32 134 3.6 0 4.6 29 0.7 67 0 0.10 0.16 1.4 100
Brussels sprouts,
boiled 16 67 2.4 0 1.7 27 0.6 67 0 0.06 0.10 0.9 35
Cabbage, raw 28 117 1.5 0 5.8 65 1.0 50 0 0.06 0.05 0.5 60
Cabbage, boiled 8 34 0.8 0 1.3 58 0.5 50 0 0.03 0.03 0.3 20
Carrots, old 23 96 0.7 0 5.4 48 0.6 2000 0 0.06 0.05 0.7 6
Cauliflower 24 101 3.4 0 2.8 18 0.6 5 0 0.10 0.10 1.4 70
Celery 8 34 0.9 0 1.3 52 0.6 0 0 0.03 0.03 0.5 7
Lentils, dry 295 1236 23.8 0 53.2 39 7.6 6 0 0.50 0.25 6.3 0
Lettuce 11 46 1.1 0 1.8 26 0.7 167 0 0.07 0.08 0.4 15
Mushrooms 7 29 1.8 0 0 3 1.0 0 0 0.10 0.40 4.5 3
Onions 23 96 0.9 0 5.2 31 0.3 0 0 0.03 0.05 0.4 10
Parsnips 49 205 1.7 0 11.3 55 0.6 0 0 0.10 0.09 1.3 15
Peas, fresh raw or
)
quick frozen 63 264 5.8 0 10.6 15 1.9 50 0 0.32 0.15 3.5 25
HO 5f

)
Vegetables cont
Peas, fresh, boiled
or quick frozen
boiled 49 205 5.0 0 7.7 13 1.2 50 0 0.25 0.11 2.3 15
Peas, canned,
processed 96 402 7.2 0 18.0 29 1.1 67 0 0.06 0.04 1.6 2
Peppers, green 21 88 1.2 0.2 3.7 9 0.7 42 0 0.08 0.08 0.7 128
Potatoes, raw 76 318 2.1 0 18.0 8 0.7 0 0 0.11 0.04 1.8 8-30
Potatoes, boiled 79 331 1.4 0 19.7 4 0.5 0 0 0.08 0.03 1.2 4-15
Potato chips, fried 236 989 3.8 9.0 37.3 14 1.4 0 0 0.10 0.04 2.2 6-20
Potatoes, roast 123 515 2.8 1.0 27.3 10 1.0 0 0 0.10 0.04 2.0 6-23
Spinach 21 88 2.7 0 2.8 70 3.2 1000 0 0.12 0.20 1.3 60
Sweet corn,
)
canned 95 398 2.6 0.8 20.5 5 0.5 35 0 0.03 0.05 0.3 4
Tomatoes, fresh 14 59 0.9 0 2.8 13 0.4 117 0 0.06 0.04 0.7 20
Turnips 17 71 0.8 0 3.8 59 0.4 0 0 0.04 0.05 0.8 25
Watercress 14 59 2.9 0 0.7 222 1.6 500 0 0.10 0.16 2.0 60
HO 5g

)
Fruit
Apple 46 193 0.3 0 12.0 4 0.3 5 0 0.04 0.02 0.1 5
Apricots, canned 106 444 0.5 0 27.7 12 0.7 166 0 0.02 0.01 0.3 5
Apricots, dried 182 763 4.8 0 43.4 92 4.1 600 0 0 0.20 3.4 0
Bananas 76 318 1.1 0 19.2 7 0.4 33 0 0.04 0.07 0.8 10
Blackcurrants 28 117 0.9 0 6.6 60 1.3 33 0 0.03 0.06 0.3 200
Cherries 46 193 0.6 0 11.8 18 0.4 20 0 0.05 0.06 0.4 5
Dates 248 1039 2.0 0 63.9 68 1.6 10 0 0.07 0.04 2.3 0
Figs, dried 213 892 3.6 0 52.9 284 4.2 8 0 0.10 0.13 2.2 0
Gooseberries 27 113 0.9 0 6.3 22 0.4 30 0 0.04 0.03 0.4 40
Grapefruit 22 92 0.6 0 5.3 17 0.3 0 0 0.05 0.02 0.3 40
Lemons 7 29 0.3 0 1.6 8 0.1 0 0 0.02 0 0.1 50
Melon 23 96 0.8 0 5.2 16 0.4 160 0 0.05 0.03 0.5 25
Oranges 35 147 0.8 0 8.5 41 0.3 8 0 0.10 0.03 0.3 50
Orange juice,
canned
not concentrated 47 197 0.8 0 11.7 10 0.4 8 0 0.07 0.02 0.2 40
Peaches, fresh 37 155 0.6 0 9.1 5 0.4 83 0 0.02 0.05 1.1 8
Peaches, canned 88 369 0.4 0 22.9 3.5 1.9 41 0 0.01 0.02 0.6 4
)
Pears, fresh 41 172 0.3 0 10.6 8 0.2 2 0 0.03 0.03 0.3 3
Pineapple, canned 76 318 0.3 0 20.0 13 1.7 7 0 0.05 0.02 0.3 8
HO 5h

)
Plums 32 134 0.6 0 7.9 12 0.3 37 0 0.05 0.03 0.6 3
Prunes 161 675 2.4 0 40.3 38 2.9 160 0 0.10 0.20 1.7 0
Raspberries 25 105 0.9 0 5.6 41 1.2 13 0 0.02 0.03 0.5 25
Rhubarb 6 25 0.6 0 1.0 103 0.4 10 0 0.01 0.07 0.3 10
Strawberries 26 109 0.6 0 6.2 22 0.7 5 0 0.02 0.03 0.5 60
Sultanas 249 1043 1.7 0 64.7 52 1.8 0 0 0.10 0.30 0.6 0
Nuts
Almonds 580 2430 20.5 53.5 4.3 247 4.2 0 0 0.32 0.25 4.9 0
Coconut,
desiccated 608 2548 6.6 62.0 6.4 22 3.6 0 0 0.06 0.04 1.8 0
Peanuts, roasted 586 2455 28.1 49.0 8.6 61 2.0 0 0 0.23 0.10 20.8 0
)
Cereals
Barley, pearl, dry 360 1508 7.7 1.7 83.6 10 0.7 0 0 0.12 0.08 2.2 0
Biscuits, chocolate 497 2082 7.1 24.9 65.3 131 1.5 0 0 0.11 0.04 2.0 0
Biscuits, plain,
semisweet 431 1806 7.4 13.2 75.3 126 1.8 0 0 0.17 0.06 2.0 0
Biscuits, rich,
sweet 496 2078 5.6 22.3 72.7 92 1.3 0 0 0.12 0.04 1.5 0
Bread, brown 237 993 9.2 1.8 49.0 92 2.5 0 0 0.28 0.07 2.6 0
Bread, starch
reduced 234 980 10.5 1.5 47.6 100 1.3 79 0 0.18 0.03 2.7 0
HO 5i

)
Bread, white 253 1060 8.3 1.7 54.6 100 1.8 0 0 0.18 0.02 2.3 0
Bread, wholemeal 241 1010 9.6 3.1 46.7 28 3.0 0 0 0.24 0.09 1.9 0
Cornflakes 365 1529 7.5 0.5 88.0 5 1.1 0 0 0.60 1.07 6.4 0
Custard powder,
instant pudding,
)
cornflour 353 1479 0.5 0.7 92.0 15 1.4 0 0 0 0 0.1 0
Crispbread, Ryvita 318 1332 10.0 2.1 69 86 3.3 0 0 0.37 0.24 1.3 0
Flour, white 348 1458 10.0 0.9 80.0 145 1.9 0 0 0.28 0.04 2.8 0
Oatmeal 400 1676 12.1 8.7 72.8 55 4.1 0 0 0.50 0.10 2.8 0
Rice 359 1504 6.2 1.0 86.8 4 0.4 0 0 0.08 0.03 1.5 0
Spaghetti 364 1525 9.9 1.0 84.0 23 1.2 0 0 0.09 0.06 1.8 0
Beverages
Blackcurrant juice 229 960 0.2 0 60.9 14 0.5 0 0 0.01 0.02 0.1 206
Chocolate, drinking 410 1718 5.6 6.8 87.0 25 12.0 2 0 0.03 0.09 1.4 0
Cocoa powder 446 1869 18.8 22.5 45.0 52 15.0 7 0 0.08 0.30 4.8 0
Coffee, ground 0 0 0 0 0 0 0 0 0 0 0.20 10.0 0

Coffee, instant 156 654 4.0 0.7 35.5 140 4.0 0 0 0 0.10 45.7 0
Tea, dry 0 0 0 0 0 0 0 0 0 0 0.09 6.0 0
HO 5j

)
Alcoholic
beverages
Beer, mild, draught 25 105 0.2 0 1.6 10 0 0 0 0 0.05 0.7 0
Spirit, 70% proof 222 930 0 0 0 0 0 0 0 0 0 0 0
Wine, red 67 281 0.2 0 0.3 6 0.8 0 0 0.01 0.02 0.2 0
Puddings and cake

etc.
Apple pie 294 1231 3.2 14.4 40.4 42 0.8 2 0 0.08 0.02 0.9 2
Buns, currant 328 1374 7.8 8.5 58.6 88 1.8 24 0.27 0.14 0.10 2.1 0
Fruit cake, rich 368 1542 4.6 15.9 55.0 71 1.8 56 0.80 0.70 0.70 1.2 0
Jam tarts 391 1638 3.2 13.8 67.7 50 1.3 0 0 0.06 0.01 0.8 0
Plain cake,
Madeira 40 1802 7.1 24.0 49.7 67 1.4 82 1.20 0.70 0.10 1.8 0
Rice pudding 142 595 3.6 7.6 15.7 116 0.1 96 0.08 0.05 0.14 1.0 1
Soup, tomato,
canned 67 281 0.9 3.1 9.4 18 0.3 46 0 0.03 0.02 0.2 6
Trifle 162 679 3.1 5.6 26.5 75 0.6 73 0.30 0.04 0.10 1.1 2
HO 6a
Recommended nutritional allowances

Age range in Occupational Body Energy Prote Thiamine Riboflavine Nicotinic Ascorbic Vitamin Vitamin Calcium Iron
years category weight in acid acid A D
(µg
(kg) (Cal) (kJ) (g) (mg) (mg) (mg (mg) retinol (µg chole- (mg) (mg)
equiv.) equiv.) calciferol)
Boys and Girls

0 up to 1 7.3 800 3300 20 0.3 0.4 5 15 450 10.0 600 6
1 up to 2 11.4 1200 5000 20 0.5 0.6 7 20 300 10.0 500 7
2 up to 3 13.5 1400 5900 35 0.6 0.7 8 20 300 10.0 500 7
3 up to 5 16.5 1600 6700 40 0.6 0.8 9 20 300 10.0 500 8
5 up to 7 20.5 1800 7500 45 0.7 0.9 10 20 300 2.5 500 8
7 up to 9 25.1 2100 8800 53 0.8 1.0 11 20 400 2.5 500 10
Boys
9 up to 12 31.9 2500 10500 63 1.0 1.2 14 25 575 2.5 700 13
12 up to 15 45.5 2800 11700 70 1.1 1.4 16 25 725 2.5 700 14
15 up to 18 61.0 3000 12600 75 1.2 1.7 19 30 750 2.5 600 15
Girls
9 up to 12 33.0 2300 9600 58 0.9 1.2 13 25 575 2.5 700 13
12 up to 15 48.6 2300 9600 58 0.9 1.4 16 25 725 2.5 700 14
15 up to 18 56.1 2300 9600 58 0.9 1.4 16 30 750 2.5 600 15
Men
18 up to 35 sedentary 65.0 2700 11300 68 1.1 1.7 18 30 750 2.5 500 10
moderately
(µg
active 3000 12600 75 1.2 1.7 18 30 750 2.5 500 10
very active 3600 15100 90 1.4 1.7 18 30 750 2.5 500 10
HO 6b
Recommended nutritional allowances (cont’d)

(µg
35 up to 65 sedentary 65.0 2600 10900 65 1.0 1.7 18 30 750 2.5 500 10
moderately
active 2900 12100 73 1.2 1.7 18 30 750 2.5 500 10
very active 3600 15100 90 1.4 1.7 18 30 750 2.5 500 10

65 up to 75 assuming a 63.0 2350 9800 59 0.9 1.7 18 30 750 2.5 500 10
75 and over sedentary 63.0 2100 8800 55 0.8 1.7 18 30 750 2.5 500 10
life
Women
18 up to 55 Most 55.0 2200 9200 55 0.9 1.3 15 30 750 2.5 500 12
occupation
very active 2500 10500 63 1.0 1.3 15 30 750 2.5 500 12
55 up to 75 assuming a 53.0 2050 8600 51 0.8 1.3 15 30 750 2.5 500 10
75 and over sedentary 53.0 1900 8000 48 0.7 1.3 15 30 750 2.5 500 10
life
(µg
pregnancy, 2400 10000 60 1.0 1.6 18 60 750 10.0 1200 15
3-9 months
lactation 2700 11300 68 1.1 1.8 21 60 1200 10.0 1200 15
HO 7
Protein requirements
(per kg body weight)
Types of Groups Protein Description
Requirement
(MJ/kg body
weight)*
Babies 1.92 g Require a higher intake per kg of the
body weight compared to adults, for the
Pre-school 1.2 g purpose of growth and new tissue
children formation. Baby double their birth weight
0.93 g in six month, treble the birth weight in
School children twelve months, and require almost for
times daily protein intake per kg body
weight of an adult.
Adolescents
 Male 0.7 g Male adolescents have a higher protein

intake than that of female adolescents.
 Female 0.64 g
Adults
 Man 0.57 g The daily intake of protein required for

tissue repair, and production of functional
 Woman 0.53 g proteins, enzymes and hormones.
Elderly 0.47 g
Pregnancy +0.69 g This group requires higher intakes than

non-pregnant and non-nursing mother.
Lactation +0.83 g About 6 g extra daily protein is needed to
form body tissue in the foetus, and a
greater daily intake of about 17 g of
protein is needed in nursing mothers to
form the essential protein of breast-milk
Illness, infection,
surgical
operations,
fractures and
convalescence
HO 8
Selection of essential nutrients
Essential The Name of Food

Nutrients
1. Proteins
 Animals Meat, poultry, fish, eggs, milk, milks product
(cheese, butter, etc)
 Vegetables Nuts, legumes, grains
2. Carbohydrate Grains, cereal, fruits, vegetables, starches,

sugar
3. Fat
 Invisible Meats, eggs, cheese, poultry, fish, milks, milks
product
 Visible Nuts, legumes, grains

Oil, cream, butter, fortified margarine, product
made from cream, fat
4. Vitamins and Meats, eggs, cheese, poultry, fish, milks, milks

mineral product
Nuts, legumes, grains
5. Cellulose Skins, peelings and pulp of fruits and

vegetables, the hull of grains
6. Water Water content of foods and liquors
HO 9
Factors to be considered in
planning a menu
1. Identify the nutrient and customer needs.
2. Policy decisions regarding the type of menu to be

used.
3. Plan menus for several days in advance to be certain

essential nutrients are included, with flexibility for left
over.
4. Follow the papers for weekly market specials.
5. Use food in season, plentiful and locally produced.
6. Used economical cuts and lower grades of meat. The

food value is essentially the same as higher priced
meats.
7. Use nutritious low-cost foods, such as fermented

soybean or say bean curd to substitute animal
protein, frequently.
8. Use fish as a source of protein to substitute chicken

that is usually more expensive than fish.
9. Use left-over in appetizing combinations.
HO 10
Basic food guide for planning a menu
No. Food Group Number of Some Examples of

servings one serving
(adults)**)
1. Fruits and Vegetables 4 or more ½ cup vegetables or fruits,

frozen or canned; ½ cup
juice-fresh, frozen or canned;
1 medium size of potato,
carrot, tomato, apple, orange,
banana
2. Breads and Cereals 3–5 1 slice bread; ½ cup cooked

cereal; ¾ cup ready-to-eat
cereal; 1 roll; ½ - ¾ cup
cooked rice, macaroni,
spaghetti, or noodles; ½
hamburger
3. Meats, fish poultry, and alternates 2 2 – 3 cooked lean meat, fish,

poultry, or liver; 4 tablespoon
peanut butter, 1 cup cooked
dried peas, beans, or lentils,
½ cup nuts or seeds; 57 g
cheese; eggs
4. Milks and milks products 2* 1 cup milk; ¾ cup yoghurt
5. Lipid or oil; sugar, sodium Limited

extras
Note:
*) For children up to 11 years, 2-3 servings; adolescents, 3-4 servings;
pregnant, nursing woman 3-4 servings
**) Minimum standard
HO 11a
Food plan for good nutrition
A FOOD PLAN FOR GOOD NUTRITION
(Quantities for one week)
Kinds of Food For Children For Children For Girls For Boys For Women For Men
1 to 6 years 7 to 12 years 13 to 20 13 to 20 All Pregnant All
years years Activities and Activities
Nursing
Leafy, green and 1 to 1.3 kg 1.3 to 1.5 kg 1.8 kg 1.8 to 2 kg 1.8 to 2 kg 2 kg 1.8 to 2 kg
yellow vegetables
Citrus fruits, 1 to 1.3 kg 1.3 to 1.5 kg 1.5 kg 1.5 to 1.8 kg 1.3 to 1.5 1.8 to 2.3 1.3 to 1.8
tomatoes kg kg kg
Potatoes, sweet 0.25 to 0.45 kg 0.75 to 1 kg 1.3 kg 1.8 to 2.3 kg 1 to 1.5 kg 1 to 1.5 kg 1 to 2.5 kg
potatoes
Other vegetables 1 kg 1.3 kg
and fruits 1.8 kg 1.8 kg 1.5 to 2 kg 1.5 to 1.8 1.5 to 2 kg
kg
Milk, cheese, ice 5 ½ quarts 6 quarts 6 quarts 6 ½ quarts 4 quarts 7 to 10 4 quarts
cream (Milk quarts
equivalent)*
Meat, poultry, 0.5 to 0.75 kg 0.5 kg 1.25 to 1.5 kg 1.5 kg 1.3 to 1.5 1.5 kg 1.5 to 1.8
fish† Eggs 6 to 7 eggs kg kg
Dry beans and 1 ounce 7 eggs 7 eggs 7 eggs 6 to 7 7 eggs 6 to 7 eggs
peas, nuts 2 ounces 2 ounces 4 to 6 ounces eggs 2 ounces 4 ounces
2 to 4
ounces
HO 11b
Food plan for good nutrition (cont’d)
Baked goods, 0.5 to 0.75 kg 0.25 to 0.5 kg 1.25 to 0.5 2 to 2.5 kg 1 to 2 kg 1 to 1.25 kg 1.5 to 3.5
flour ¶ cereals kg‡ kg
(flour equivalent)
Whole-grain,
enriched, or
restored
Fats, oils 0.2 kg 0.4 kg 0.4 kg 0.5 to 0.75 kg 0.4 to 0.5 0.4 kg 0.5 to 1 kg
kg
Sugars, syrups, 0.2 to 0.3 kg 0.5 kg 0.5 to 0.75 kg 0.4 to 0.5 0.4 kg 0.5 to 0.75
preserves kg kg
* On the basis of the calcium they contain, the following may be used as alternates for 1 cup milk: cheddar cheese, 1½ oz.; cream cheese, 15 oz.;
cottage cheese, 11 oz.; ice cream, 2 to 3 large dips.
† To meet the iron allowance needed by children 1 to 6 years, girls 13 to 20, and pregnant and nursing women, include weekly 1 large or 2 small
servings of liver or other organ meats.
‡ Larger quantities are for younger girls.
¶ Quantities suggested in the food plan are in terms of pounds of flour and cereal. Bread and other baked goods average 2/3 flour by weight.
Therefore, count 1-½ pounds of bread and other baked goods as 1 pound of flour.
From Family Fare, Food Management and Recipes. Home and Garden Bulletin No. 1 U.S. Department of Agriculture, Revised 1955.
HO 12
Menu samples
Breakfast
Cooked rice 200 g
Cooked vegetables with peanut butter 50 g
Omelette 50 g
Milk 1 cup
Snack : 10.00 pm
Cooked green-peas with coconut milk and palm sugar 1 cup
Lunch
Cooked rice 200 g
Fried fish 50 g
Boiled fermented soybean with coconut milk 50 g
Vegetables
Raw fruit (Papaya) 50 g
50 g
Snack: 04.00 am
Maizena pudding 50 g
Dinner
Cooked rice 200 g
Fried meat 50 g
Fried tofu 50 g
Vegetable soup 75 g
Raw fruit (Banana) 50 g
Snack: 09.00 am
Biscuit 1 pieces
Milk 1 cup
Nutritional Value *)
Energy (Cal) 2580
Protein (g) 93
Fat (g) 75
Calcium (g) 0.7
Fe (mg) 24
Vitamin A (SI) 11054
Thiamine (mg) 11
Vitamin C (mg) 62
Note:
*) Calculated by using Food Composition Tables
HO 13
Task in planning menu
Plan your meal for a day by using the basic food guide
OHT 3
The meaning of menu cycles
Menu cycles means:
A series of menus offering different items from day to
day on weekly, biweekly, or some other basis, after
which the cycle is repeated.
Menu cycles are used in healthcare institution, schools,
and industrial feeding operations.
HO 14
The function of cyclic menus
1. To avoid of repetition to prevent boredom.
2. To prepare the variety of food choices.
3. To know the acceptance of food from the
customer.
HO 15
Food preparation processes
1. Cleaning:
Removal of edible waste, shells, bones, skins, guts.
2. Increasing the surface area:
Slicing, mincing, mixing, grating, chopping.
3. Homogenous mixture:
Whisking, blending, beating.
4. Isolation:
Extraction, separation and expression of juices or

oils.
HO 16
Losses in food preparation

No. Cause of Nutrients loses Description
loses
1 Air, oxygen Vitamin C, A, B1, folic acids

pigment of meat. Vitamin A
fade in colour
Oxymyoglobin (bright red)
turns to metmyoglobin (brown)
2 Light All vitamin except nicotinic
acids and vitamin D
Lipids begin to turn rancid
3 Metal Vitamin B1, B2, nicotinic
4 Water leaching Water soluable mineral ions,
(soaking, vitamin B and C
washing)
5 Finely minced, Release enzyme ascorbic
chopped and acids oxidase which rapidly
shredded destroys Vitamin C (identified
released by turning the colour of cut fruit
enzyme into brown)
ascorbic acids
oxidase
6 Enzymatic Certain fruits and vegetables Prevented by blanching or addition of
browning turn brown when the cut acids or covering with sugar, or keeping
surfaces are exposed to air, in boiled and cooling water, or in solutions
caused by reaction of oxygen containing vitamin C
and certain cell enzymes
7 Autolysis Self digestion of cell Prevented by blanching (fruits and
vegetables) and Conditioning in “hanging”
(for meat
8 Metal Enzymes cathepsins attack
tenderness the connective tissue and help
to separate the meat fibre
(meat become tender)
9 pH (use of Vitamin B and C
alkali producing
reagents,
sodium
hydrogen
carbonate and
certain alkaline
whiteners
HO 17
Economy hints for cooking foods
1. Use raw or cooked fruits and vegetables with the skin, or

peel very thinly. Much of the mineral and vitamin content
is in the skin.
2. Save fat and meat drippings to use in other cooking.
3. Use left-over vegetable cooking water in soups and

sauces.
4. Use as little liquid in cooking vegetables as possible to

retain the vitamins, and don’t over-cook.
5. Use accurate measurements and tested recipes to reduce

failure.
6. Substitute cheaper foods for expensive foods.
7. Use the appropriate cooking methods to retain nutrients.
HO 18
The role of menu evaluation
 to know the acceptance of food
 to know the influence of food on the illness
 to compare food intake and nutrient requirement
 to identify types of care methods which are suitable

in guiding the patients toward good food habits
 understand the need of the patient and what food

means to the patient.
HO 19
Evaluation of a day’s intake using food

composition tables
 record all the foods and beverages you consume for

a day, along with amounts of each
 look up the items in your diet on a food composition

table and calculate the amounts of nutrients in each
item
 calculate the sum for each nutrient
 check the RDA for your sex, age, and record on the
line below the sums
 compare the sum to your RDA’S.
How to calculate nutrients using food

composition tables
Task:
Calculate the energy and vitamin A value of an apple, weight

200 g
Answer:
From food composition tables, the value of energy and vitamin

A from 138 g raw apple (with peel) are:
Energy : 80 kcal
Vitamin A : 74 IU
The energy value of 200 g raw apple with peel =

200 x 80 kcal = 116 kcal
138
The vitamin A value of 200 raw apple with peel =

200 x 74 IU = 107 IU
138
Evaluation of the foundation of an adequate diet for an adult
Average serving Minerals Vitamins
Food House hold Weight Calories Protein Calcium Iron A Ascorbic Thiam Ribo- Niacin
measure grams grams grams MGS (I.U.) Acid ine flavin MG
MG MG MG
Milk, whole (or 1 pt. 480 330 17.0 .56 .4 770 4 .20 .82 .4
equivalent) 1 med. 50 80 6.5 .03 104 570 - .05 .14 .1
Eggs 3 oz 90 285 23.0 .01 2.8 - - .08 .20 4.4
Meat, poultry, fish ¤ 50 raw
Vegetables: 1 salad or 100 25 2.0 0.7 1.0 4684 24 .07 .11 .6
 Green, leafy, or ½ cup cooked
yellow 1 small 100 40 1.0 .03 .6 80 8 .03 .04 .3
100 85 2.0 .01 .7 20 14 .09 .03 1.0
 Other cooked ¥
Potato, cooked 1 serving 100 45 .5 .03 .4 115 45 .06 .02 .2
Fruits: ½ cup 100 55 .5 .01 .4 95 4 .04 .03 .2
 Citrus
 Other (fresh and ½ cup cooked 20 (dry) 80 2.5 .02 .6 - - .07 .04 .6
canned) 4 tsp. 90 240 7.5 .06 1.8 - - .21 .02 1.8
Cereal (whole grain and 20 140 - - - 660 - - - -
enriched)
Bread (whole grain and
enriched)
Butter or margarine
Totals ¶ 1405 62.5 .83 10.1§ 6914 99 .90 § 1055 9.6 #
Recommended dietary allowances
Man (Age 45, WT. 65 Kg., Ht. 170 Cm
Woman (Age 45, Wt. 55Kg., Ht. 157 Cm.
¤ Evaluation based on figures for beef, lamb, veal, cooked
¥ Evaluation based on average for green and yellow; and other commonly served raw
¶ With the addition of more of the same foods, or other foods, to meet calorie requirement, the totals will be increased.
§ With the use of pork, legumes and liver this figure will be markedly increased.
# With the use of liver, fowl and fish figure will be markedly increased.
Evaluation based on Leichsenring, J. M., and Wilson, E. D.: Food composition Table for Short Method of Dietary Analysis. 2 nd.
Revision. J. Am. Dietet. A. 27:386, 1951. See Table 80 in Appendix.
HO 20
Determining and evaluating the nutrient

content of a daily diet
Task:
1. Weigh carefully all food items consumed during

a whole day.
2. Calculate the nutrients of all food items by

using Food Composition Table (see HO 5a-j).
3. Compare your nutrient intake with RDA value;

determine whether a dietary deficiency or
excess exists.
OHT 4
Method for food preference evaluation
a. Hedonic Scale
Foods are rated by an individual on continuum

from “like extremely” to “dislike extremely”.
b. Facial Hedonic Scales
Food is rated by using the “smiley face”.
c. Frequency of Acceptance
Done by asking participants to indicate how often

they would be willing to eat that particular food.
d. Plate Waste
Measures total waste for a meal for an individual

or group.
HO 21
Recommended daily energy intake for

‘reference’ people
Body weight Energy intake

(kg) (Kj) (Calories)
Boys and Girls
0 up to 1 year 7.3 3300 800
1 up to 2 years 11.4 5000 1200
2 up to 3 years 13.5 5900 1400
3 up to 5 years 16.5 6700 1600
5 up to 7 years 20.5 7500 1800
7 up to 9 years 25.1 8800 2100
Boys
9 up to 12 years 31.9 10500 2500
12 up to 15 years 45.5 11700 2800
15 up to 18 years 61.0 12600 3000
Girls
9 up to 12 years 33.0 9600 2300
12 up to 15 years 48.6 9600 2300
15 up to 18 years 56.1 9600 2300
Men
18 up to 35 years
sedentary 65 11300 2700
moderately active 65 12600 3000
very active 65 15100 3600
35 up to 65
sedentary 65 10900 2600
moderately active 65 12100 2900
65 up to 75 years
sedentary 63 9800 2350
75 years and over
Women
18 up to 55 years
most occupations 55 9200 2200
55 up to 75 years
75 years and over
pregnant 3-9 months 10000 2400
nursing 11300 2700
Section 5
Assessment
5.1 Workplace assessment issues
5.1.1 Workplace assessment
Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other Trainees or students.
5.1.2 Competent
Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.
5.1.3 Recognition of current competence
An integrated national assessment principle provides for the recognition of current

competencies regardless of where they have been acquired. Assessment recognises that
individuals can achieve competence in a variety of ways:
 prior qualifications
 informal learning.
Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.
5.1.4 Assessors
In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.
5.2 Underpinning skills and knowledge
5.2.1 Assessment of underpinning skills and knowledge
Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.
You must now assess your trainees or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
a. hygiene
b. occupational health and safety
Should your trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.
This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.
5.2.2 Examples of assessment tasks
Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.
Assessment tasks Yes No Further training

needed
List main food types.
Principle of dietary guidelines.
5.3 Suggested assessment for Prepare daily meal

plans to promote good health
The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.
Results of a successful
assessment should indicate
sufficient and relevant
knowledge and understanding to
be able to infer competence.
Therefore the trainee is assessed
as either competent /
competence to be achieved.
Examples of assessment results
sheets are included in Appendix
1 and 2.
Evidence gathering methods
Assessment of practical demonstration in the workplace may include observation of the trainee:
 preparing a variety dietary needs of target group.
Third party/documentary evidence may include:

 relevant portfolio i.e.: photo
 details of previous training, work experience
 peer or supervisor report (written and oral)
 details of menus/menu prepared by candidate.
Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 safe and hygiene work practices
 historical development of menus, the modern trends menu
 principles of nutrition
 principles of food science.
In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration
 set of the simulated workplace environments that allows the candidate to planning menu and demonstrate the preparation of menus for target group
in hospital, healthcare operation, school, cafeteria
 demonstration to other students using a variety of menus for target group.
Sample methods On-the-Job Off- the-Job
1. The food and beverages manager of school canteen ask you to plan menus for 50 students aged 17 for week.
They like chicken rather than red meat, and green vegetables. What is your suggestion for cooking that food,

and evaluate the menus that you prepare.
Questions On-the-Job Off- the- Job
Questioning should focus on:
1. Technique and processes 

 Explain the process in planning the menu.
2. Organisation and planning  

 How do you prepare a meal plan for one week?
 
3. Communication with others
 How would you ask the client to get the information about client’s food habits onto a chart?
 
4. Problem solving
 How do you ensure correct dietary issues are taken into account for your customer?  
5. Health and safety

 Explain safe handling in preparing and cooking food.
Appendices
Appendix 1
Competency assessment result

Unit Code: ITHHACAT01AEA Title: Prepare daily meal plans
to promote good health
Trainee or student name:
Assessor name:
The Trainee was assessed as: Competent 
Competency to be achieved 
Feedback to trainee
Signatures
The trainee has been informed of Signature of assessor:

the assessment result and the
reasons for the decision
Date:
I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision
Date:
Package for Hospitality Training – Prepare daily meal plans to promote good health Appendix 1 - Page 1
Appendix 2
Group trainee or student assessment record

Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1 The meaning of healthy diet
1 Recommended Dietary Allowance
(RDA)
2 The function of energy
2 Energy requirements (per kg body
weight)
3 Estimating the daily energy
expenditure
4 Assessing the daily energy
expenditure
5a-j Food composition table (per 100 g of
raw edible portion)
6a-b Recommended nutritional allowances
7 Protein requirements (per kg body
weight)
8 Selection of essential nutrients
9 Factors to be considered in planning
a menu
10 Basic food guide for planning a menu
11a-b Food plan for good nutrition
12 Menu samples
13 Task in planning menu
3 The meaning of menu cycles
14 The function of cyclic menus
15 Food preparation processes
16 Losses in food preparation
17 Economy hints for cooking foods
18 The role of menu evaluation
19 Evaluation of a day’s intake using
food composition tables
20 Determining and evaluating the
nutrient content of a daily diet
4 Method for food preference evaluation
21 Recommended daily energy intake for
‘reference’ people
Appendix 4
Trainee or student evaluation sheet

Agree Don’t Disagree Doesn’t

The following statements are about the competency
know apply
you have just completed. Please tick the appropriate
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to
me.    
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it
worked well.    
13. The activities were too hard for me.
   
The best things about this unit were
The worst things about this unit were
The things you should change in this unit are
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHACAT01AEM
Unit title: Prepare daily meal plans to promote good health
Example:
No Amendment Version Page Line Amender Date

number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02
No Amendment Version Page Line Amender Date

number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHACAT01AEM

Access and equity

Competency Based Training

Critical aspects of assessment

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Linkages to other units:

Teachers and trainers should structure their sessions according to the:

1.2 Time required to achieve competency

2.2 Delivery strategies

2.3 Delivery requirements

2.4 Source of additional information

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

Collecting, organising and 3 Using mathematical ideas and 2

02. Prepare daily meal plans

2.3. Cyclic menus are prepared Preparing the menus Dis HO 13

03. Evaluate meals and menus.

Trainer or teacher to give and discuss Handout 1 [Recommended dietary allowances].

Trainer or teacher to give and discuss Handout 2 [Energy requirements].

Trainer or teacher to give Handout 4 [Assessing the daily energy expenditure].

Trainer or teacher to give and discuss Handout 13 [Task in planning menu].

The meaning of healthy diet

Healthy diet also called a well-balance diet.

It means a diet consists of the minimum amount of

nutrient or energy needed to prevent nutritional

disorder and permit normal growth (especially in

Recommended Dietary Allowance

Sometimes it is called Recommended Daily

The values given for nutrients are averages of

The function of energy

1. Basal Metabolic Rate (BMR)

 energy needed for healthy human beings

2. Thermic or thermogenic effect of food

 energy is used to metabolise food, sugars

The average effect of body size on

Weight Height Basal Metabolic Rate

80 188 313 75 7560 1798

The effect of age on BMR

Age Per hour Per day Per hour Per day

(Year) (KJ) (Calories) (KJ) (Calories) (KJ) (Calories) (KJ) (Calories)

20 293 70 7030 1680 251 60 6010 1440

30 280 67 6820 1608 247 59 5930 1418

40 276 66 6580 1584 245 59 5880 1414

50 272 65 6520 1560 242 58 5800 1392

60 267 64 6420 1536 234 56 5620 1344

70 259 62 6210 1488 226 54 5420 1296

80 251 60 6010 1440 218 52 5230 1248

Source: Pyke, M. 1980. Nutrition. John Murray Ltd. London

The average energy requirements for

Very hard work

Types of Energy Description

Estimating the daily energy

2. Estimating energy expenditure for the thermic

Activity Level % BMR

 multiply the bmr by percentage of activity level.

3. Estimating the energy expenditure for body’s

4. Estimating total energy expenditure