SIT40516 Certificate IV in Commercial Cookery | My Assignment Tutor

Student Assessment Booklet     SIT40516 Certificate IV in Commercial Cookery     SITHKOP004 Develop menus for special dietary requirements Student Full Name: Student ID: Date of submission: Group no. Trainer and Assessor’s name  ABOUT THIS BOOKLET This assessment booklet has been designed for students undertaking face-to-face mode of study to provide information before you undertake these assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit. This booklet might not be suitable for students taking other modes of study e.g., online or work based. Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor. The assessment booklet contains two (2) parts: PART 1: Assessments information: This part contains information on assessments for this unit of competency and how assessment will be conducted throughout unit to achieve the competency. It includes: Application of the unit of competencyPurpose of assessmentElements, performance evidence and knowledge evidence requirements of the unitConditions, context, required resources and location of the assessment 
Assessment tasksOutline of evidence to be collectedAdministration, recording, and reporting requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment task. In each assessment task, students will find the following information: 
 Task instructions.Role play / Practical Demonstration information. Information on resources required, where applicable PART 1    Assessment Information Application of the unit of competency: This unit describes the performance outcomes, skills and knowledge required to develop menus and meal plans for people who have special dietary needs for health, lifestyle, and cultural reasons. It requires the ability to identify the dietary requirements of customers, develop special menus and meal plans to meet those requirements, cost menus and to monitor and evaluate the success of menu performance. The unit applies to all hospitality and catering organisations that prepare and serve food. This includes hotels, clubs, restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and function caterers. It applies to those people who operate independently or with limited guidance from others such as senior cooks, chefs, catering supervisors and managers. No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. Purpose of assessment: The purpose of assessment is to determine competency in the unit SITHKOP004- Develop menus for special dietary requirements Elements   1Identify menu requirements. 2Develop menus and meal plans for special diets. 3Cost and document special menus and meal plans. 4 Monitor special menu performance.  Performance evidence: Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:   Develop and cost at least six menus or meal plans that individually or in combination meet at least six different special dietary requirements as specified in the knowledge evidence two of the above menus or meal plans must reflect one or more cultural or religious dietary requirements as specified in the knowledge evidence two of the above menus or meal plans must address the special dietary requirements of different customer groups as specified in the knowledge evidence. evaluate each of the above menus by obtaining at least two of the following types of feed back customer satisfaction discussions with:customersemployees during each business daycustomer surveysimprovements suggested by:customersmanagerspeersstaffsupervisorssuppliersregular staff meetings that involve menu discussionssatisfaction discussions with:customersallied health professionalsdietitiansmedical specialistsseeking staff suggestions for menu itemsdevelop above menus and menu plans within commercial time constraints, demonstrating:methods for responding to feedback and adjusting menusBasic principles and practices of nutrition. Knowledge Evidence Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: culinary terms and trade names for:substitute ingredients used to produce dishes with special dietary recipesingredients suitable for meeting basic nutritional needsingredients that cause common allergic reactionsfood additives and preservativesmain types and culinary characteristics of special diets that are part of contemporary Australian society:eating regimes:eliminationmacrobioticexclusions for allergies, contraindications with medicines or food intolerancefat-freefluidsfood preferencesfood restrictionsgluten-freehigh carbohydratehigh or low energyhigh or low proteinhigh fibrelacto ovolow carbohydratelow cholesterollow fatlow glutenlow kilojoulelow sugarmodified sodium or potassiummodified texturenutritional requirementsportion sizesubstitutes:gluten-free flouryeast-free flournon-sugar sweetenerssugar-freetype one and two diabetesmain types and culinary characteristics of cultural or religious diets that are part of contemporary Australian society:halalHindukosherveganvegetarianmain types of customer groups that have special dietary requirements:adolescentsathleteschildrendefence forceselderlyhealth careill or injuredinfantsinternational touristsnutritional and energy requirements due to physical conditionpeople in areas affected by disaster or environmental extremespeople from different socioeconomic groupspeople in remote areasthose with weight problems:underweightoverweightobesemeaning of:drug-food interactionsfood allergyfood intolerancekey health and legal consequences of failing to address special requirements:allergic reactionsanaphylaxisfood sensitivity or intolerance reactionsbasic principles and practices of nutrition:nutrients and their food sourcesinfluences on food choicefood and beverage selection influencesfood labelling and interpretationrole and implications of using food additives and preservativeshealth implications of food choicesrole of good nutrition in avoiding dietary diseaseseffects of various cooking methods and food storage on nutrientsprimary components of Australian Dietary Guidelines, those for older Australians, children and adolescents and their use in menu planningmethods and formulas for calculating portion yields and costs from raw ingredients:butcher’s teststandard measuresstandard yield tests. Context and conditions for assessments: To comply with the assessment condition of this unit: Angad Institute will conduct assessment for this unit in its simulated environment Located at 501, La Trobe street, VICAngad Institute simulated environment has access to computers, printers and software for costing and developing menus and meal plans and the recipes that accommodate a range of special dietary requirements.You will have access to suitable facilities, equipment, and resources, including Australian Dietary Guidelines.Knowledge assessment for this unit will be conducted inAngad Institute classroom.All the Assessors assessing the learners in this unit strictly satisfy the requirements specified in Standards for Registered Training Organisations’ requirements for assessors Resources Required: The assessor will ensure that assessment is conducted in a safe environment and you have access to the following resources for the unit. Computers with access to internet and printersAustralian Training Product/learner guide for unit SITHKOP004Access to Angad Institute simulated environment with access to equipment and documents defined in conditions of assessment above. Clustering/holistic assessment: There is no provision for clustering of assessments in this unit. Competency Requirements: To be deemed ‘Competent’ (C) in this unit, you must complete all the assessment tasks satisfactorily.  Students with unsatisfactory completion of any of the assessment tasks will be deemed ‘Not Yet Competent’ (NYC). Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient, and valid) prior to entering results into the competency record sheet. Students unsuccessful at achieving the satisfactory result for any of the assessment tasks in the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Institute’s Re-Assessment Policy and Course Progress Policy. Assessment tasksAssessment descriptionDue dateLocation of assessmentAssessment Task 1 (AT1) – Knowledge TestYou are required to choose the correct option(s) from the choices given for the questions. You must present their assignment in a clear and professional manner. You will be given 60 mins to complete this task. Needs to be completed in the classroomAssessment Task 2 (AT2) – WorksheetsThis assessment task is short answer question which demonstrates that you have the required knowledge to develop menus for special dietary requirements. Student will be given 3 Hours to complete this task Needs to be completed in the classroomAssessment Task 3 (AT3) – Projects  This is Project based assessment in Angad Institute simulated environment to develop menus for special dietary requirements. You are required to develop and cost at least six menus or meal plans that individually or in combination meet at least six different special dietary requirements. Two of the above menus or meal plans must reflect one or more cultural or religious dietary requirements. Two of the above menus or meal plans must address the special dietary requirements of different customer groups.   Needs to be completed in Angad Institute classroom and research must be done at home in their own time Assessment Task: To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified in the session plan. This will demonstrate that you have all the required skills and knowledge for this unit. Outline of evidence to be collected: You must submit the following evidence to be marked competent for this unit. Your assessor will ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current, and authentic. Assessment Task 1 (AT1) – Knowledge TestCompleted knowledge test with questions answered and submit to your assessor electronically or paper-based.Complete and sign the cover sheet for assessment task.  Assessment Task 2 (AT2) – WorksheetsAnswer all questions correctly in the Written Knowledge Questions and submit to your assessor electronically or paper-based.Complete and sign the cover sheet for assessment task.  Assessment Task 3 (AT3) – ProjectsSatisfactorily completed all tasks Completed Appendix 3Completed Appendix 4Completed Appendix 5Menu 1_Feedback analysis Menu 1_Feedback example 1 Menu 1_Feedback example 2Completed and signed the cover sheet for assessment task Administration, recording and reporting requirements: You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your assessor to clarify. The assessments are intended to be equitable, fair, and flexible. Submission of assessment: You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet: Your assessor will mark the submitted assessment, provide feedback to you, and complete the comments section against each task, where applicable. All tasks must be completed in legible English. They must also be written in legible and clear hand writing. If you chose to type your answers, you must submit a hard copy of your responses to your Trainer and Assessor.You must submit all assessments on or before the due date specified by the assessor as per the training plan.Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to the due date. You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case.Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable.Keep a copy of all your work, as the work submitted to your assessor will not be returned to you. On rare occasions, in case assignments are lost in the system you may be asked to provide a copy of your work. Recording an assessment result: Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be approved by the course coordinator. Assessors will check that you have completed the student declaration prior to filling out the assessment sheet. Retaining assessment records: Angad Institute will securely retain all completed student assessment items for each student for a period of 12 months from the date on which the judgement of competence for the student was made. Angad Institute will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years. All assessment records submitted to the assessor for marking will be stored and retained properly. And a hard copy submitted to student administration for filing along with the evidence. The assessor will ensure that the student records are securely retained in accordance with the Angad Institute record control policy accessible by the Student Administration Officer. Assessment outcomes: For unit of competency: There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience). You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Angad Institute Re-Assessment Policy and Angad Institute Course Progress Policy. For assessment task: There are two assessment outcomes for tasks.  S = Satisfactory and NS = Not Satisfactory. On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria. Re-assessment: If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Angad Institute Re-Assessment Policy and Angad Institute Course Progress Policy. As this is a competency based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed. Student access to records: You have the right to access current and accurate records of your participation and results at any time. You can see your results or attendance progress by requesting a copy of your records by contacting the student administration and the assessor. Support: You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor. Reasonable adjustments and special learning needs: Angad Institute works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy, or digital literacy issues. Where pre-training interviews and assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also considering factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment. Any adjustments made must: Be discussed, agreed, and documented in the assessment recordBenefit the student.Maintain the integrity of the competency standards and course requirements as stipulated in the training package.Be reasonable to expect in a workplace. Reasonable adjustment may consist of: Providing additional time for students to complete learning and assessment tasks.Presenting questions orally for students with literacy issues.Asking questions in a relevant practical context.Using large print material.Extending the course duration.Presenting work instructions in diagrammatic or pictorial form instead of words and sentences. Complaints and appeals: If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to either the Course Coordinator and/or Training Manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures. Assessor intervention: Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment.
During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately. Plagiarism, cheating and assessment dishonesty: Angad Institute considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and cheating is treated on a case by case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to the Institute’s Academic Misconduct Policy. Assessor feedback: Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. The task specific detailed feedback will be reflected in the assessment task coversheet. Student Assessment Agreement Make sure you read through the assessments in this Student Assessment Booklet before you fill out and sign the agreement below.   If there is anything that you are unsure of, consult your assessor prior to signing this agreement.   Have you read the assessment requirements for this unit? ¨  Yes ¨  No Do you understand the requirements of the assessments for this unit? ¨  Yes ¨  No Do you agree to the way in which you are being assessed? ¨  Yes ¨  No Do you have any specific needs that should be considered? If so, explain these in the space below. ¨  Yes ¨ No     Do you understand your rights to re-assessment?   ¨  Yes ¨ No Do you understand your right to appeal the decisions made in an assessment? ¨  Yes ¨ No       Student Full Name:   Student ID:   Student’s Signature:   Date:     Assessor Name:   Assessor’s Signature:   Date:   PART 2    Assessment tasks Assessment Task 1 Cover Sheet Student Declaration (To be filled out and submitted with assessment responses) ¨  I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). ¨   I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. ¨   I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work. ¨  This piece of work has not previously been submitted for assessment in this or any other subject. ¨ I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome Student’s Full Name:   Student ID:   Student’s Signature:   Date of submission:   Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out in accordance with the principles of assessment and relevant assessment procedures Assessor’s Name   Assessor’s Signature   Date:   Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NA: Not Assessed (Please circle) S NS NA Resubmission                 ¨ Yes   ¨ No ¨ 1st resubmission Date of resubmission: ¨ 2nd resubmission Date of resubmission: Extension request approved  ¨ Yes¨ No ¨ Revised date of submission Feedback:               Student result response ¨My performance in this assessment task has been discussed and explained to me. ¨I would like to appeal this assessment decision. Student signature   Date       Assessment task 1: Knowledge Test Required documents and equipment: Computer with internet connection to refer to various resources.Student assessment booklet and a pen (organized by the student).Angad Institute Learners’ resources for the unit SITHKOP004- Develop menus for special dietary requirements. (Organised by the trainer).Learner’s notes Instructions for students: This assessment will be conducted in the Angad Institute classroom with access to the resources listed above. You must satisfactorily perform all tasks to be deemed satisfactory for the assessment. Planning the assessment Recommended date for assessment:                              [Trainer to provide]Access all resources mentioned in required resources either printed copies or access via the internetTime required for assessment: 60 minsYou must: Answer all the questions satisfactorily to be deemed competentComplete the assessment and submit in due timelinesSubmit with a completed assessment cover sheetYour assessor will set a time to provide feedback Evidence specifications: At the end of the assessment, you will be required to submit the following evidence before the due date specified by the assessor: You are required to submit a completed (ticked) multiple choice question listed in Knowledge test.Completed and signed cover sheet for assessment Evidence submission: Documentation can be submitted electronically or paper-based.Your assessor will record the assessment outcome on the assessment cover sheet. 1.       Your hotel is hosting a conference for yogis, the majority of whom are vegans. What foods would you add to your normal breakfast buffet to meet their requirements? (a)      Organic, honey-glazed granola and rice milk. (b)      Plenty of biodynamic yoghurt and muesli. (c)      More free-range eggs and whole grain toast. (d)      Scrambled tofu, fresh fruit, and muesli. 2.       Contemporary dietary trends include diets with low-fat meals. You prepare meals in a childcare centre for 0 to 5-year-olds. Assess the suitability of a low-fat dietary regime for these children. (a)      Not suitable for any of the children. (b)      Not suitable for the babies, but suitable for the 1 to 5-year olds. (c)      Not suitable for the 0 to 2-year-olds, but suitable for the 3 to 5-year-olds. (d)      Suitable for all the children. 3.       You work in a boarding school. Who should you liaise with to clarify the dietary requirements of a child with coeliac disease? (a)      Your colleagues. (b)      The principal of the school and the child’s teacher. (c)      The child. (d)      Health and medical personnel. 4.       What are the possible consequences of serving a meal which ignores customers’ special dietary requirements? (a)      Legal action taken against your organisation for breaching WHS legislation. (b)      Health or medical consequences for the customer and legal consequences for your organisation. (c)      There are no consequences of ignoring customers’ special dietary requirements. Their health is their responsibility. (d)      Food poisoning or other illnesses related to cross-contamination. 5.       You cook in a hospital. One of the patients has lactose intolerance. What choices can you offer with their muesli at breakfast? (a)      Choice of low-fat or full-cream milk. (b)      Choice of rice or almond milk. (c)      Choice of plain or fruit yoghurt. (d)      You should not be serving muesli at all. They’re allergic to it! 6.       Which meal has the appropriate combination of food to meet macro- and micronutrient requirements for adults? (a)      Green salad with tomato, avocado, and cucumber, with fruit compote for dessert. (b)      Steak covered in grilled onions, side of chips, with cake and mango ice cream for dessert. (c)      Grilled fish, baked potato, and mixed steamed vegetables, with fruit compote for dessert. (d)      Pasta marinara and garlic bread, with fruit pie for dessert. 7.       What does a well-developed menu or meal plan do? (a)      Promotes good health and reduces the incidence of diet-related health problems. (c)      Reduces the cost of menu items created for special dietary needs. (c)      Minimises the amount of information staff need to know about special dietary needs. (d)      Ensures stock ordering and purchasing is completed accurately. 8.       What should you keep in mind when preparing cyclic menus? (a)      You should balance nutritional requirements. (b)      You should vary ingredients and cooking methods. (c)      You should vary quality points such as taste, texture, and colour. (d)      You should keep all of these in mind. 9.       You’re preparing an à la carte menu and wish to include options for vegetarians, vegans, gluten-free and dairy-free diners. How many choices should you provide in each category? (a)      At least one. (b)      At least two. (c)      At least three. (d)      At least four. 10.     Which preparation and cooking methods maximise the nutritional value of vegetables? (a)      Washing, roasting, and holding in the bain-marie. (b)      Washing and not cooking at all. (c)      Peeling and steaming as needed. (d)      Washing and steaming as needed. 11.     Which must you accurately calculate to determine the production costs of your menu items? (a)      All ingredients in the dishes or food production items. (b)      All ingredients that yield less than 100% and the wastage. (c)      Labour and operational costs of the kitchen. (d)      All expenditure items. 12.     Which formula would you use to calculate actual food cost from raw ingredients which yield 100%? (a)      Purchase unit cost x usage % = actual food cost. (b)      Purchase weight ÷ purchase unit x 100 = actual food cost. (c)      EP ÷ AP = actual food cost. (d)      Quantity required ÷ yield % = actual food cost. 13.     You have assessed your menu items for cost-effectiveness. Which one should you choose to place on the menu? (a)      The menu items that meet all these criteria. (b)      The menu items with the largest usage percentage. (c)      The menu items with high yield. (d)      The menu items with the highest food cost percentage. 14.     What kind of terminology should you use in your menus and meal plans? (a)      Terminology that’s descriptive yet truthful. (b)      Descriptions that encourage purchase even if they aren’t quite accurate. (c)      Terminology that is impressive to other chefs. (d)      Your menus and meal plans should include all these kinds of terminology. 15.     Why do you need to seek ongoing feedback from customers and others? (a)      So you have something to contribute at staff meetings. (b)      You don’t need to seek ongoing feedback from customers or others. (c)      To change your customer profile if necessary. (d)      To improve your menu’s performance. 16.     What do you analyse the success of your special menus against? (a)      Profitability, dietary goals, and customer satisfaction. (b)      None of these answers are correct. (c)      The number of health-related issues reported by customers who dine at your establishment. (d)      Feedback from staff, customers, and suppliers. 17.     What information should you base adjustments to your menus on? (a)      Butcher’s tests and standard yield tests. (b)      All of these. (c)      Feedback and profitability. (d)      Culinary balance and nutritional balance. Assessment Task 2 Cover Sheet Student Declaration (To be filled out and submitted with assessment responses) ¨  I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). ¨   I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. ¨   I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work. ¨  This piece of work has not previously been submitted for assessment in this or any other subject. ¨ I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome Student’s Full Name:   Student ID:   Student’s Signature:   Date of submission:   Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out in accordance with the principles of assessment and relevant assessment procedures Assessor’s Name   Assessor’s Signature   Date:   Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NA: Not Assessed (Please circle) S NS NA Resubmission                 ¨ Yes   ¨ No ¨ 1st resubmission Date of resubmission: ¨ 2nd resubmission Date of resubmission: Extension request approved  ¨ Yes¨ No ¨ Revised date of submission Feedback:               Student result response ¨My performance in this assessment task has been discussed and explained to me. ¨I would like to appeal this assessment decision. Student signature   Date       Assessment task 2:  Worksheets Required documents and equipment: Computer with internet connection to refer to various resources.Student assessment booklet and a pen (organized by the student).ANGAD INSTITUTE Learners’ resources for the unit SITHKOP004 – Develop menus for special dietary requirements (organised by the trainer) Instructions for students: This assessment will be conducted in Angad Institute classroom with access to the resources listed above.  You must answer all knowledge questions as part of this assessment and they can submit answers in either electronic or paper-based.
The assessor will verify the authenticity of your work by asking questions regarding the answers provided. You must satisfactorily answer all Worksheet questions to be deemed Satisfactory for this assessment. Planning the assessment: Recommended date for assessment –                          [Set a date as per timetable]Access all resources mentioned in required resources either printed copies or access via the internetTime required for assessment: 3 hoursYou must:Answer all the questions satisfactorily to be deemed competent.Complete the assessment and submit in due timelines.Submit with a completed assessment cover sheet.Assessor will set a time to provide feedback. Evidence specifications: At the end of the assessment, student will be required to submit the following evidence before the due date specified by the assessor: Completed answer sheet with all questions answered.Completed and signed cover sheet for the assessment. Evidence submission: Documentation can be submitted electronically or paper based.Assessor will record the assessment outcome on the assessment cover sheet. TASK 2A: Identify menu requirements Q1:    List ten things that can influence customers’ food and beverage choices.                           Q2:    Identify five different customer groups you’re likely to cater for when developing menus for special dietary requirements.                         Q3:    List the five Dietary Guidelines for Australians.                         Q4:    Explain how to take responsibility for determining the dietary requirements of a child, adolescent, or adult.                           Q5:    Which lunch would suit a customer who requires kosher food? State why the other two meals would be unacceptable. Pea and ham soup with green salad Cream of chicken soup and a grilled cheese sandwich Lentil soup with brown rice and a green salad Q6:    Which dinner would suit a customer who requires halal food? State why the other two meals would be unacceptable. Beer-battered fish and chips with a green salad Tofu and vegetable stir-fry with rice Barbecued prawns, rice, and steamed vegetables Q7:    Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu. Vegans Lacto-vegetarians Ovo-vegetarians Lacto-ovo vegetarians Q8:    You’re cooking for a customer with coeliac condition. What must you avoid using when preparing your dishes?                         Q9:    You’re cooking for children at a boarding school. Three of them have diabetes. Describe three ways you help them control their blood glucose levels.                     Q10:   Define the term ‘drug-food interaction’.                   Q11:     Define the term ‘food allergy’.                     Q12:   Define the term ‘food intolerance’.                       Q13:   You’re cooking for children on a sports camp. Some of them have allergies. Identify five ingredients which commonly cause allergic reactions.                         Q14:   Describe seven symptoms a customer with allergies could experience if you completely ignore or fail to adequately address their special dietary requirements.                       Q15:   State one culinary term or trade name for the following food additives and preservatives. Flavour enhancers Antioxidants Q16:   Explain the roles of the food additives below. Artificial colours Preservatives Q17:   State the legal consequences of failing to address customers’ allergies, intolerances, or sensitivities.                   Q18:     Read and interpret the ingredients on the food packaging label. Is this product kosher? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q19:   Read and interpret the ingredients on the food packaging label. Is this product OK for customers with gluten allergies? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q20:     Read and interpret the ingredients on the food packaging label. Is this product OK for customers with peanut allergies? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q21:     Read and interpret the ingredients on the food packaging label. Is this product OK for customers with soybean allergies? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q22:     Read and interpret the ingredients on the food packaging label. Is this product OK for vegans? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q23:   List five people you can liaise with to identify and clarify customer requirements.                   Q24:   State four communication skills you would use during the menu-planning process to invite the input of health and other professionals and determine the diet requirements of customers.                       Q25:   Which contemporary dietary trends and regimes would you say are suitable for these customers? A customer experiencing symptoms of food allergies or intolerances A customer being treated for obesity A customer building muscle and endurance Q26:   What customers should only follow a low-kilojoule diet if under medical supervision?                       Q27:   It’s important to continually seek information on emerging dietary trends. List three ways you could research them.                           Task 2B: Develop menus and meal plans for special diets Q28:   You must be able to manage yourself and take responsibility for the design of menus and meal plans. State the steps you would take to develop and write a menu or meal plan.                         Q29:   Explain four ways to provide variety in cyclic menus.                           Q30:   When developing meal plans and menus, you must be able to create meals which contain appropriate combinations of foods to meet macro- and micronutrient requirements. Identify the four macronutrients to keep in mind.                         Q31:   There are three categories of carbohydrates. What are they?                         Q32:   List five water-soluble vitamins our body requires.                       Q33:   List two fat-soluble vitamins we require.                     Q34:   List six minerals and trace elements your body requires.               Q35:   Identify the five categories of foods which contain the nutrients we need to promote good health and help us avoid dietary disease.                           Q36:   You should select meals which meet a wide variety of macro- and micronutrient requirements. What kinds of meals are best suited to this?                           Q37:   Explain how you would incorporate sufficient choice in a cyclic menu.                       Q38:   Explain how you would incorporate sufficient choice in an à la carte menu.                         Q39:   Remember, your customers’ health is your responsibility. List seven foods you should limit when developing menus and meal plans to reduce diet-related health problems.                                 Q40:   You sometimes need to select suitable foods to use as substitutes when meeting customers’ specific requirements. Next to these three ingredients, state an equivalent ingredient you’d replace it with to address the needs of a customer on a low-fat diet. Pouring cream Sour cream Coconut cream Q41:   List two suitable substitutions for the following ingredients to meet the requests of a lactose intolerant customer. Butter Milk Yoghurt Q42:     Identify four cooking methods you could employ to maximise nutritional value in food.                       Q43:   Which preparation method maximises nutritional value in fruits and vegetables, a., or b.? a.            Washing b.            Peeling Q44:   Describe how to safely store food to retain nutrients and avoid contamination.                       Task 2C: Cost and document special menus and meal plans Q45:   Identify ten expenditure items you’d need to accurately calculate to determine production costs of menu items.                           Q46:   List the three standard measures you would use when itemising ingredients and calculating portion yields and/or costs from raw ingredients. Provide an example of each one.                           Q47:   You buy 10 kg potatoes. After washing, peeling, and trimming them you have 9.5 kg left. Calculate the yield % of the potatoes. State the formula you used. Show how you arrived at this figure.               Q48:   Calculate the yield % of the turkey. State the formula you used. Show how you arrived at this figure. As purchased quantity (APQ)20 kgEdible portion quantity (EPQ)12 kg Q49:   Calculate the usable trim % of the turkey. State the formula you used. Show how you arrived at this figure. As purchased quantity (APQ)20 kgEdible portion quantity (EPQ)12 kgUsable trim weight5 kg Q50:   Calculate the waste % of the turkey. State the formula you used. Show how you arrived at this figure. As purchased quantity (APQ)20 kgEdible portion quantity (EPQ)12 kgUsable trim weight5 kgWaste trim weight3 kg Q51:   Use the information to calculate the actual cost of the zucchini. State the three formulas you used and the steps you took to arrive at this cost. IngredientsQuantityUnitPurchase unitPurchase unit priceCostYieldTotal costZucchini300g1 kg$5.9595%$1.78 Q52:   List three ways you can get the necessary technological skills to calculate yield and costs from raw ingredients using computers and software programs.                       Q53:   Calculate the profitable selling price of a dish with a food cost per portion of $8.25 and a standard food cost percentage of 25%. State the formula you used. Show how you arrived at this price.                       Q54:   You need to adjust your menu so it includes high-yield desserts. Which dessert would you choose? Dish nameSectionPortion sizeFood cost/portionFood cost %Raw selling priceAdjusted selling priceBrandy custardPâtisserieDessert$2.1122%$9.59$9.50ÉclairsPâtisserieDessert$3.0832%$9.62$9.75Chocolate cakePâtisserieDessert$1.5817%$9.29$9.50 Q55:   Identify the least profitable menu item, which should be excluded. Dish nameSectionPortion sizeFood cost/portionFood cost %Raw selling priceAdjusted selling priceBrandy custardPâtisserieDessert$2.1122%$9.59$9.50ÉclairsPâtisserieDessert$3.0832%$9.62$9.75Chocolate cakePâtisserieDessert$1.5817%$9.29$9.50 Q56:     You need to assess cost-effectiveness against budgetary constraints. List four things to keep in mind when setting prices.                       Q57:   You’re documenting a vegetarian menu item: spinach and ricotta lasagne. List seven dish characteristics you could use in the menu description. Provide an example of the terminology you’d use for each one.                         Q58:   Identify two ways you can use technology to help you write comprehensive meal plans and menus.                       Task 2D: Monitor special menu performance Q59:   Identify four ways you can get ongoing feedback from customers and others to improve menu performance.                           Q60:   List three ways you can analyse customer satisfaction with menu items.                             Q61:   Explain how to analyse menu success against profitability.                         Q62:   Describe what you can do to make sure your menu meets customers’ dietary goals.                     Q63:   What should you do if menu items are unprofitable?                   Q64:   Explain three ways you could adjust menus based on feedback and success.                         Assessment Task 3 Cover Sheet Student Declaration (To be filled out and submitted with assessment responses) ¨  I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). ¨   I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. ¨   I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work. ¨  This piece of work has not previously been submitted for assessment in this or any other subject. ¨ I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome Student’s Full Name:   Student ID:   Student’s Signature:   Date of submission:   Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out in accordance with the principles of assessment and relevant assessment procedures Assessor’s Name   Assessor’s Signature   Date:   Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NA: Not Assessed (Please circle) S NS NA Resubmission                 ¨ Yes   ¨ No ¨ 1st resubmission Date of resubmission: ¨ 2nd resubmission Date of resubmission: Extension request approved  ¨ Yes¨ No ¨ Revised date of submission Feedback:               Student result response ¨My performance in this assessment task has been discussed and explained to me. ¨I would like to appeal this assessment decision. Student signature   Date       Assessment Task 3: Projects Required documents and equipment: Computer with internet connection to refer to various resources.Student assessment booklet and a pen (organized by the student).Angad Institute Learners’ resources for the unit SITHKOP004- Develop menus for special dietary requirements. (organised by the trainer)Appendix 3 (Menu overview template)Appendix 4 (Daily meal plan and checklist)Appendix 5 (Menu costing template)Background InformationLearner’s notes Instructions for students: You must satisfactorily complete each assessment criteria listed to be marked satisfactory The assessment activity requires students to: Complete Project A and BComplete all tasks after each projectAnswer all questions Project A– This assessment requires you to develop and cost menus or meal plans that meet different special dietary requirements of customers. Project B– This assessment requires you to research a contemporary/emerging dietary trend or regime. Planning the assessment Recommended date for assessment:                                [Trainer to provide]Access all resources mentioned in required resources either printed copies or access via the internetTime required for assessment: Project A– Each menu will be done over 2 hours (6 menus x 2= 12 hours) Project B– You will conduct the research at home in your own time and present it to the assessor. Students will be given 2 hours You must:Produce all evidence as required.Complete the assessment and submit in due timelinesSubmit with a completed assessment cover sheetAssessor will set a time to provide feedback Evidence specifications: At the end of the assessment, students will be required to submit the following evidence before the due date specified by the assessor: Answer all questionsSatisfactorily completed all tasksCompleted Appendix 3Completed Appendix 4Completed Appendix 5Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2Completed and signed cover sheet for assessment Evidence submission: Documentation can be submitted electronically or paper-based.Assessor will record the assessment outcome on the assessment cover sheet. Assessment Task 3 Project A Go to Appendix 2 (Background information) and read the information provided.You are required to develop and cost at least six menus or meal plans that individually or in combination meet at least six different special dietary requirements listed in Appendix 2At least one menu must be a cyclic menu.Other types of menu formats can be used when preparing all other menus, for example, à la carte, set, daily, seasonal, or weekly menu formats.Two of the menus or meal plans must address the special dietary requirements of different customer groups listed in Appendix 2Two of the menus or meal plans must reflect one or more cultural or religious dietary requirements listed in Appendix 2All menus must be evaluated by obtaining at least two of the types of feedback listed in Appendix 2 for each menu.Menus or menu plans must:be developed within commercial time constraintsdemonstrate methods for responding to feedback and adjusting menusincorporate basic principles and practices of nutrition, including macro- and micronutrient requirements. There are six tasks in this assessment, one for each of the six menus you must develop. You must complete all sub-tasks in each task. Task 1: Menu 1 – Cyclic menu Task 1.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu.Students will choose any one from the following:ChildrenElderlyInternational TouristsIdentify the dietary and cultural requirements of your customer group.You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment.The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager.Answer all the questions. Q1:    What customer group is your menu developed for?           Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?       Q4:    Whom did you liaise with to identify and confirm customer requirements?         Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?       Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?           Task 1.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the time for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 1.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, and afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) is well planned and meets the nutritional, dietary, cultural, or religious requirements of your customer group. Task 1.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 1.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 1.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?         Q2:    Who did you seek feedback from?       Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?       Q7:    Which menu items rated the lowest customer satisfaction score?           Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.             Q9:    Describe the changes you would make to your completed menu based on the feedback you received.           Task 2: Menu 2 Task 2.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?           Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?             Task 2.2: Document a menu overview Go to Appendix 3 (Menu Overview template) Discuss and confirm the time for your cyclic menu prior to commencing this task, for example, two, three or four weeks. Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu. Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 2.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist) Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week). Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2. Complete the table for each menu item (breakfast options, morning tea, lunch options, and afternoon tea and dinner options) for each day of the week. Use the checklist for each menu item to ensure your meal plans (and entire menu) is well planned and meets the nutritional, dietary, cultural, or religious requirements of your customer group. Task 2.4: Cost menus Go to Appendix 5(Menu Costing) Select one day from the menu developed in Task 1.3. Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day. Calculate other expenditure items used in the preparation or service of the menu item. Calculate the total cost for one serve or portion for each menu option. You must complete Appendix 5 one menu costing table for each menu item. Task 2.5: Monitor menu performance Go to Appendix 2 (Background Information) Implement the menu in your workplace or training environment. Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2 You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own. Document and analyse the results of your feedback to determine the following. Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menu Save your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6. Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2. Submit the following to your assessor: Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 2.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?           Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.           Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.         Q9:    Describe the changes you would make to your completed menu based on the feedback you received.             Task 3: Menu 3 Task 3.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?           Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?           Task 3.2: Document a menu overview Go to Appendix 3 (Menu Overview template) Discuss and confirm the time for your cyclic menu prior to commencing this task, for example, two, three or four weeks. Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu. Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 3.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 3.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 3.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 3.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?           Q2:    Who did you seek feedback from?           Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.           Q6:    Which menu items rated the highest customer satisfaction score?           Q7:    Which menu items rated the lowest customer satisfaction score?           Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.             Q9:    Describe the changes you would make to your completed menu based on the feedback you received.         Task 4: Menu 4 Task 4.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?           Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?         Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?             Task 4.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the period for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 4.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 4.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 4.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 4.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?         Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.         Q9:    Describe the changes you would make to your completed menu based on the feedback you received.     Task 5: Menu 5 Task 5.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?           Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?         Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?         Task 5.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the period for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 5.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 5.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 5.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 5.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?         Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.         Q9:    Describe the changes you would make to your completed menu based on the feedback you received.       Task 6: Menu 6 Task 6.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu.Students will choose any one from the following:ChildrenElderlyInternational TouristsIdentify the dietary and cultural requirements of your customer group.You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment.The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager.Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?         Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?         Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?         Task 6.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the period for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 6.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 6.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 6.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 6.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?           Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.           Q9:    Describe the changes you would make to your completed menu based on the feedback you received.         Assessment Task 3 Project B This assessment requires students to research a contemporary/emerging dietary trend or regime. Students are required to do the following. Research a contemporary/emerging dietary trend or regime and answer all the questions. Task 1: Research and short-answer questions Q1:    What dietary trend or regime did you base your research on? Examples of dietary trends or regimes the learner might research include the following.           Q2:    What are the strengths and weakness of the dietary trend or regime?         Q3:    Liaise with other professionals. Would this dietary trend or regime be suitable for a child? Why? Why not? Response will vary depending on the dietary regime researched by the learner.         Q4:    Liaise with other professionals. Would this dietary trend or regime be suitable for a pregnant or lactating woman? Why? Why not? Response will vary depending on the dietary regime researched by the learner.           Q5:    Liaise with other professionals. Would this dietary trend or regime be suitable for an older Australian? Why? Why not?           Q6:    Liaise with other professionals. Would this dietary trend or regime be suitable for an athlete?           Q7:    Liaise with other professionals. Would this dietary trend or regime be suitable for an obese person? Why? Why not?             Appendix1- Assessment resource at Angad Australian Institute of Technology Angad Institute will conduct assessment for this unit in its classroom located at 500, La Trobe Street, VIC and student will have access to following resources. Assessment must ensure access to: computers, printers, and software for costing and developing menus and meal plansAustralian Dietary GuidelinesRecipes that accommodate a range of special dietary requirements. Appendix 2 Special dietary requirements Eating regimes (elimination, macrobiotic)Exclusions for allergies, contraindications with medicines or food intoleranceFat-freeFluidsFood preferencesFood restrictionsGluten-freeHigh carbohydrateHigh or low energyHigh or low proteinHigh fibreLacto-ovoLow carbohydrateLow cholesterolLow fatLow glutenLow kilojouleLow sugarModified sodium or potassiumModified textureNutritional requirementsPortion sizeSubstitutes:Gluten-free flourYeast-free flourNon-sugar sweetenersSugar-freeType one and two diabetes Cultural or religious dietary requirements HalalHinduKosherVeganVegetarian Customer groups addressed AdolescentsAthletesChildrenDefence forcesElderlyHealth careIll or injuredInfantsInternational touristsNutritional and energy requirements due to physical conditionPeople in areas affected by disaster or environmental extremesPeople from different socio-economic groupsPeople in remote areasUnderweight personsOverweight personsObese Methods of evaluation Customer satisfaction discussions with:Customersemployees during each business dayCustomer surveysImprovements suggested by:CustomersManagersPeersStaffSupervisorssuppliersRegular staff meetings that involve menu discussions.Satisfaction discussions with:Customersallied health professionalsdietitiansmedical specialistsSeeking staff suggestions for menu items Appendix 3 Menu overview template Menu overview Cyclic menu items week 1 MealsMondayTuesdayWednesdayThursdayFridaySaturdaySundayBreakfast (1)           Breakfast (2)           Morning tea           Lunch (1)           Lunch (2)           Afternoon tea           Dinner (1)           Dinner (2)            Cyclic menu items week 2 MealsMondayTuesdayWednesdayThursdayFridaySaturdaySundayBreakfast (1)           Breakfast (2)           Morning tea           Lunch (1)           Lunch (2)           Afternoon tea           Dinner (1)           Dinner (2)            Appendix 4- Daily meal plan and checklist Daily meal plan and menu item checklist Day: ___________________________ MealsMenu itemsMain ingredientsCooking methodsColoursFlavoursTexturesSizes/ shapesNutrientsChecklistBreakfast (1)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyBreakfast (2)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyMorning tea        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyLunch (1)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyLunch (2)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyAfternoon tea        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyDinner (1)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyDinner (2)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminology Appendix 5- Menu Costing Task 1.4: Cost menus Print or copy and paste this table as many times as required for your menu and add or delete rows as required.Menu number is the Task number for the menu you are developing, for example, the cyclic menu developed in Task 1 will be menu number 1, Task 2 is menu number 2, and so on. Menu item nameYield: Menu no.   QtyUnitPurchase unit Purchase unit price $ Cost Yield %Total cost $                                                  Total cost of recipe$Portion cost$Other expenditure items Expenditure itemQtyUnitPurchase price per unit $Cost per unit $                     Total expenditure item cost$Total cost of menu item per portion (total recipe cost plus total expenditure item costs)$  Copyright: Instructions in this tool have been developed by NTA and Angad Institute for sole purpose of use by Angad Institute. Any part of these assessment instructions cannot be reproduced in full or part for without approval of Angad Institute and NTA which holds authorship rights Student Assessment Booklet     SIT40516 Certificate IV in Commercial Cookery     SITHKOP004 Develop menus for special dietary requirements Student Full Name: Student ID: Date of submission: Group no. Trainer and Assessor’s name  ABOUT THIS BOOKLET This assessment booklet has been designed for students undertaking face-to-face mode of study to provide information before you undertake these assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit. This booklet might not be suitable for students taking other modes of study e.g., online or work based. Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor. The assessment booklet contains two (2) parts: PART 1: Assessments information: This part contains information on assessments for this unit of competency and how assessment will be conducted throughout unit to achieve the competency. It includes: Application of the unit of competencyPurpose of assessmentElements, performance evidence and knowledge evidence requirements of the unitConditions, context, required resources and location of the assessment 
Assessment tasksOutline of evidence to be collectedAdministration, recording, and reporting requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment task. In each assessment task, students will find the following information: 
 Task instructions.Role play / Practical Demonstration information. Information on resources required, where applicable PART 1    Assessment Information Application of the unit of competency: This unit describes the performance outcomes, skills and knowledge required to develop menus and meal plans for people who have special dietary needs for health, lifestyle, and cultural reasons. It requires the ability to identify the dietary requirements of customers, develop special menus and meal plans to meet those requirements, cost menus and to monitor and evaluate the success of menu performance. The unit applies to all hospitality and catering organisations that prepare and serve food. This includes hotels, clubs, restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and function caterers. It applies to those people who operate independently or with limited guidance from others such as senior cooks, chefs, catering supervisors and managers. No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. Purpose of assessment: The purpose of assessment is to determine competency in the unit SITHKOP004- Develop menus for special dietary requirements Elements   1Identify menu requirements. 2Develop menus and meal plans for special diets. 3Cost and document special menus and meal plans. 4 Monitor special menu performance.  Performance evidence: Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:   Develop and cost at least six menus or meal plans that individually or in combination meet at least six different special dietary requirements as specified in the knowledge evidence two of the above menus or meal plans must reflect one or more cultural or religious dietary requirements as specified in the knowledge evidence two of the above menus or meal plans must address the special dietary requirements of different customer groups as specified in the knowledge evidence. evaluate each of the above menus by obtaining at least two of the following types of feed back customer satisfaction discussions with:customersemployees during each business daycustomer surveysimprovements suggested by:customersmanagerspeersstaffsupervisorssuppliersregular staff meetings that involve menu discussionssatisfaction discussions with:customersallied health professionalsdietitiansmedical specialistsseeking staff suggestions for menu itemsdevelop above menus and menu plans within commercial time constraints, demonstrating:methods for responding to feedback and adjusting menusBasic principles and practices of nutrition. Knowledge Evidence Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: culinary terms and trade names for:substitute ingredients used to produce dishes with special dietary recipesingredients suitable for meeting basic nutritional needsingredients that cause common allergic reactionsfood additives and preservativesmain types and culinary characteristics of special diets that are part of contemporary Australian society:eating regimes:eliminationmacrobioticexclusions for allergies, contraindications with medicines or food intolerancefat-freefluidsfood preferencesfood restrictionsgluten-freehigh carbohydratehigh or low energyhigh or low proteinhigh fibrelacto ovolow carbohydratelow cholesterollow fatlow glutenlow kilojoulelow sugarmodified sodium or potassiummodified texturenutritional requirementsportion sizesubstitutes:gluten-free flouryeast-free flournon-sugar sweetenerssugar-freetype one and two diabetesmain types and culinary characteristics of cultural or religious diets that are part of contemporary Australian society:halalHindukosherveganvegetarianmain types of customer groups that have special dietary requirements:adolescentsathleteschildrendefence forceselderlyhealth careill or injuredinfantsinternational touristsnutritional and energy requirements due to physical conditionpeople in areas affected by disaster or environmental extremespeople from different socioeconomic groupspeople in remote areasthose with weight problems:underweightoverweightobesemeaning of:drug-food interactionsfood allergyfood intolerancekey health and legal consequences of failing to address special requirements:allergic reactionsanaphylaxisfood sensitivity or intolerance reactionsbasic principles and practices of nutrition:nutrients and their food sourcesinfluences on food choicefood and beverage selection influencesfood labelling and interpretationrole and implications of using food additives and preservativeshealth implications of food choicesrole of good nutrition in avoiding dietary diseaseseffects of various cooking methods and food storage on nutrientsprimary components of Australian Dietary Guidelines, those for older Australians, children and adolescents and their use in menu planningmethods and formulas for calculating portion yields and costs from raw ingredients:butcher’s teststandard measuresstandard yield tests. Context and conditions for assessments: To comply with the assessment condition of this unit: Angad Institute will conduct assessment for this unit in its simulated environment Located at 501, La Trobe street, VICAngad Institute simulated environment has access to computers, printers and software for costing and developing menus and meal plans and the recipes that accommodate a range of special dietary requirements.You will have access to suitable facilities, equipment, and resources, including Australian Dietary Guidelines.Knowledge assessment for this unit will be conducted inAngad Institute classroom.All the Assessors assessing the learners in this unit strictly satisfy the requirements specified in Standards for Registered Training Organisations’ requirements for assessors Resources Required: The assessor will ensure that assessment is conducted in a safe environment and you have access to the following resources for the unit. Computers with access to internet and printersAustralian Training Product/learner guide for unit SITHKOP004Access to Angad Institute simulated environment with access to equipment and documents defined in conditions of assessment above. Clustering/holistic assessment: There is no provision for clustering of assessments in this unit. Competency Requirements: To be deemed ‘Competent’ (C) in this unit, you must complete all the assessment tasks satisfactorily.  Students with unsatisfactory completion of any of the assessment tasks will be deemed ‘Not Yet Competent’ (NYC). Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient, and valid) prior to entering results into the competency record sheet. Students unsuccessful at achieving the satisfactory result for any of the assessment tasks in the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Institute’s Re-Assessment Policy and Course Progress Policy. Assessment tasksAssessment descriptionDue dateLocation of assessmentAssessment Task 1 (AT1) – Knowledge TestYou are required to choose the correct option(s) from the choices given for the questions. You must present their assignment in a clear and professional manner. You will be given 60 mins to complete this task. Needs to be completed in the classroomAssessment Task 2 (AT2) – WorksheetsThis assessment task is short answer question which demonstrates that you have the required knowledge to develop menus for special dietary requirements. Student will be given 3 Hours to complete this task Needs to be completed in the classroomAssessment Task 3 (AT3) – Projects  This is Project based assessment in Angad Institute simulated environment to develop menus for special dietary requirements. You are required to develop and cost at least six menus or meal plans that individually or in combination meet at least six different special dietary requirements. Two of the above menus or meal plans must reflect one or more cultural or religious dietary requirements. Two of the above menus or meal plans must address the special dietary requirements of different customer groups.   Needs to be completed in Angad Institute classroom and research must be done at home in their own time Assessment Task: To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified in the session plan. This will demonstrate that you have all the required skills and knowledge for this unit. Outline of evidence to be collected: You must submit the following evidence to be marked competent for this unit. Your assessor will ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current, and authentic. Assessment Task 1 (AT1) – Knowledge TestCompleted knowledge test with questions answered and submit to your assessor electronically or paper-based.Complete and sign the cover sheet for assessment task.  Assessment Task 2 (AT2) – WorksheetsAnswer all questions correctly in the Written Knowledge Questions and submit to your assessor electronically or paper-based.Complete and sign the cover sheet for assessment task.  Assessment Task 3 (AT3) – ProjectsSatisfactorily completed all tasks Completed Appendix 3Completed Appendix 4Completed Appendix 5Menu 1_Feedback analysis Menu 1_Feedback example 1 Menu 1_Feedback example 2Completed and signed the cover sheet for assessment task Administration, recording and reporting requirements: You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your assessor to clarify. The assessments are intended to be equitable, fair, and flexible. Submission of assessment: You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet: Your assessor will mark the submitted assessment, provide feedback to you, and complete the comments section against each task, where applicable. All tasks must be completed in legible English. They must also be written in legible and clear hand writing. If you chose to type your answers, you must submit a hard copy of your responses to your Trainer and Assessor.You must submit all assessments on or before the due date specified by the assessor as per the training plan.Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to the due date. You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case.Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable.Keep a copy of all your work, as the work submitted to your assessor will not be returned to you. On rare occasions, in case assignments are lost in the system you may be asked to provide a copy of your work. Recording an assessment result: Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be approved by the course coordinator. Assessors will check that you have completed the student declaration prior to filling out the assessment sheet. Retaining assessment records: Angad Institute will securely retain all completed student assessment items for each student for a period of 12 months from the date on which the judgement of competence for the student was made. Angad Institute will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years. All assessment records submitted to the assessor for marking will be stored and retained properly. And a hard copy submitted to student administration for filing along with the evidence. The assessor will ensure that the student records are securely retained in accordance with the Angad Institute record control policy accessible by the Student Administration Officer. Assessment outcomes: For unit of competency: There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience). You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Angad Institute Re-Assessment Policy and Angad Institute Course Progress Policy. For assessment task: There are two assessment outcomes for tasks.  S = Satisfactory and NS = Not Satisfactory. On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria. Re-assessment: If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Angad Institute Re-Assessment Policy and Angad Institute Course Progress Policy. As this is a competency based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed. Student access to records: You have the right to access current and accurate records of your participation and results at any time. You can see your results or attendance progress by requesting a copy of your records by contacting the student administration and the assessor. Support: You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor. Reasonable adjustments and special learning needs: Angad Institute works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy, or digital literacy issues. Where pre-training interviews and assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also considering factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment. Any adjustments made must: Be discussed, agreed, and documented in the assessment recordBenefit the student.Maintain the integrity of the competency standards and course requirements as stipulated in the training package.Be reasonable to expect in a workplace. Reasonable adjustment may consist of: Providing additional time for students to complete learning and assessment tasks.Presenting questions orally for students with literacy issues.Asking questions in a relevant practical context.Using large print material.Extending the course duration.Presenting work instructions in diagrammatic or pictorial form instead of words and sentences. Complaints and appeals: If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to either the Course Coordinator and/or Training Manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures. Assessor intervention: Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment.
During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately. Plagiarism, cheating and assessment dishonesty: Angad Institute considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and cheating is treated on a case by case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to the Institute’s Academic Misconduct Policy. Assessor feedback: Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. The task specific detailed feedback will be reflected in the assessment task coversheet. Student Assessment Agreement Make sure you read through the assessments in this Student Assessment Booklet before you fill out and sign the agreement below.   If there is anything that you are unsure of, consult your assessor prior to signing this agreement.   Have you read the assessment requirements for this unit? ¨  Yes ¨  No Do you understand the requirements of the assessments for this unit? ¨  Yes ¨  No Do you agree to the way in which you are being assessed? ¨  Yes ¨  No Do you have any specific needs that should be considered? If so, explain these in the space below. ¨  Yes ¨ No     Do you understand your rights to re-assessment?   ¨  Yes ¨ No Do you understand your right to appeal the decisions made in an assessment? ¨  Yes ¨ No       Student Full Name:   Student ID:   Student’s Signature:   Date:     Assessor Name:   Assessor’s Signature:   Date:   PART 2    Assessment tasks Assessment Task 1 Cover Sheet Student Declaration (To be filled out and submitted with assessment responses) ¨  I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). ¨   I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. ¨   I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work. ¨  This piece of work has not previously been submitted for assessment in this or any other subject. ¨ I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome Student’s Full Name:   Student ID:   Student’s Signature:   Date of submission:   Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out in accordance with the principles of assessment and relevant assessment procedures Assessor’s Name   Assessor’s Signature   Date:   Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NA: Not Assessed (Please circle) S NS NA Resubmission                 ¨ Yes   ¨ No ¨ 1st resubmission Date of resubmission: ¨ 2nd resubmission Date of resubmission: Extension request approved  ¨ Yes¨ No ¨ Revised date of submission Feedback:               Student result response ¨My performance in this assessment task has been discussed and explained to me. ¨I would like to appeal this assessment decision. Student signature   Date       Assessment task 1: Knowledge Test Required documents and equipment: Computer with internet connection to refer to various resources.Student assessment booklet and a pen (organized by the student).Angad Institute Learners’ resources for the unit SITHKOP004- Develop menus for special dietary requirements. (Organised by the trainer).Learner’s notes Instructions for students: This assessment will be conducted in the Angad Institute classroom with access to the resources listed above. You must satisfactorily perform all tasks to be deemed satisfactory for the assessment. Planning the assessment Recommended date for assessment:                              [Trainer to provide]Access all resources mentioned in required resources either printed copies or access via the internetTime required for assessment: 60 minsYou must: Answer all the questions satisfactorily to be deemed competentComplete the assessment and submit in due timelinesSubmit with a completed assessment cover sheetYour assessor will set a time to provide feedback Evidence specifications: At the end of the assessment, you will be required to submit the following evidence before the due date specified by the assessor: You are required to submit a completed (ticked) multiple choice question listed in Knowledge test.Completed and signed cover sheet for assessment Evidence submission: Documentation can be submitted electronically or paper-based.Your assessor will record the assessment outcome on the assessment cover sheet. 1.       Your hotel is hosting a conference for yogis, the majority of whom are vegans. What foods would you add to your normal breakfast buffet to meet their requirements? (a)      Organic, honey-glazed granola and rice milk. (b)      Plenty of biodynamic yoghurt and muesli. (c)      More free-range eggs and whole grain toast. (d)      Scrambled tofu, fresh fruit, and muesli. 2.       Contemporary dietary trends include diets with low-fat meals. You prepare meals in a childcare centre for 0 to 5-year-olds. Assess the suitability of a low-fat dietary regime for these children. (a)      Not suitable for any of the children. (b)      Not suitable for the babies, but suitable for the 1 to 5-year olds. (c)      Not suitable for the 0 to 2-year-olds, but suitable for the 3 to 5-year-olds. (d)      Suitable for all the children. 3.       You work in a boarding school. Who should you liaise with to clarify the dietary requirements of a child with coeliac disease? (a)      Your colleagues. (b)      The principal of the school and the child’s teacher. (c)      The child. (d)      Health and medical personnel. 4.       What are the possible consequences of serving a meal which ignores customers’ special dietary requirements? (a)      Legal action taken against your organisation for breaching WHS legislation. (b)      Health or medical consequences for the customer and legal consequences for your organisation. (c)      There are no consequences of ignoring customers’ special dietary requirements. Their health is their responsibility. (d)      Food poisoning or other illnesses related to cross-contamination. 5.       You cook in a hospital. One of the patients has lactose intolerance. What choices can you offer with their muesli at breakfast? (a)      Choice of low-fat or full-cream milk. (b)      Choice of rice or almond milk. (c)      Choice of plain or fruit yoghurt. (d)      You should not be serving muesli at all. They’re allergic to it! 6.       Which meal has the appropriate combination of food to meet macro- and micronutrient requirements for adults? (a)      Green salad with tomato, avocado, and cucumber, with fruit compote for dessert. (b)      Steak covered in grilled onions, side of chips, with cake and mango ice cream for dessert. (c)      Grilled fish, baked potato, and mixed steamed vegetables, with fruit compote for dessert. (d)      Pasta marinara and garlic bread, with fruit pie for dessert. 7.       What does a well-developed menu or meal plan do? (a)      Promotes good health and reduces the incidence of diet-related health problems. (c)      Reduces the cost of menu items created for special dietary needs. (c)      Minimises the amount of information staff need to know about special dietary needs. (d)      Ensures stock ordering and purchasing is completed accurately. 8.       What should you keep in mind when preparing cyclic menus? (a)      You should balance nutritional requirements. (b)      You should vary ingredients and cooking methods. (c)      You should vary quality points such as taste, texture, and colour. (d)      You should keep all of these in mind. 9.       You’re preparing an à la carte menu and wish to include options for vegetarians, vegans, gluten-free and dairy-free diners. How many choices should you provide in each category? (a)      At least one. (b)      At least two. (c)      At least three. (d)      At least four. 10.     Which preparation and cooking methods maximise the nutritional value of vegetables? (a)      Washing, roasting, and holding in the bain-marie. (b)      Washing and not cooking at all. (c)      Peeling and steaming as needed. (d)      Washing and steaming as needed. 11.     Which must you accurately calculate to determine the production costs of your menu items? (a)      All ingredients in the dishes or food production items. (b)      All ingredients that yield less than 100% and the wastage. (c)      Labour and operational costs of the kitchen. (d)      All expenditure items. 12.     Which formula would you use to calculate actual food cost from raw ingredients which yield 100%? (a)      Purchase unit cost x usage % = actual food cost. (b)      Purchase weight ÷ purchase unit x 100 = actual food cost. (c)      EP ÷ AP = actual food cost. (d)      Quantity required ÷ yield % = actual food cost. 13.     You have assessed your menu items for cost-effectiveness. Which one should you choose to place on the menu? (a)      The menu items that meet all these criteria. (b)      The menu items with the largest usage percentage. (c)      The menu items with high yield. (d)      The menu items with the highest food cost percentage. 14.     What kind of terminology should you use in your menus and meal plans? (a)      Terminology that’s descriptive yet truthful. (b)      Descriptions that encourage purchase even if they aren’t quite accurate. (c)      Terminology that is impressive to other chefs. (d)      Your menus and meal plans should include all these kinds of terminology. 15.     Why do you need to seek ongoing feedback from customers and others? (a)      So you have something to contribute at staff meetings. (b)      You don’t need to seek ongoing feedback from customers or others. (c)      To change your customer profile if necessary. (d)      To improve your menu’s performance. 16.     What do you analyse the success of your special menus against? (a)      Profitability, dietary goals, and customer satisfaction. (b)      None of these answers are correct. (c)      The number of health-related issues reported by customers who dine at your establishment. (d)      Feedback from staff, customers, and suppliers. 17.     What information should you base adjustments to your menus on? (a)      Butcher’s tests and standard yield tests. (b)      All of these. (c)      Feedback and profitability. (d)      Culinary balance and nutritional balance. Assessment Task 2 Cover Sheet Student Declaration (To be filled out and submitted with assessment responses) ¨  I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). ¨   I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. ¨   I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work. ¨  This piece of work has not previously been submitted for assessment in this or any other subject. ¨ I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome Student’s Full Name:   Student ID:   Student’s Signature:   Date of submission:   Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out in accordance with the principles of assessment and relevant assessment procedures Assessor’s Name   Assessor’s Signature   Date:   Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NA: Not Assessed (Please circle) S NS NA Resubmission                 ¨ Yes   ¨ No ¨ 1st resubmission Date of resubmission: ¨ 2nd resubmission Date of resubmission: Extension request approved  ¨ Yes¨ No ¨ Revised date of submission Feedback:               Student result response ¨My performance in this assessment task has been discussed and explained to me. ¨I would like to appeal this assessment decision. Student signature   Date       Assessment task 2:  Worksheets Required documents and equipment: Computer with internet connection to refer to various resources.Student assessment booklet and a pen (organized by the student).ANGAD INSTITUTE Learners’ resources for the unit SITHKOP004 – Develop menus for special dietary requirements (organised by the trainer) Instructions for students: This assessment will be conducted in Angad Institute classroom with access to the resources listed above.  You must answer all knowledge questions as part of this assessment and they can submit answers in either electronic or paper-based.
The assessor will verify the authenticity of your work by asking questions regarding the answers provided. You must satisfactorily answer all Worksheet questions to be deemed Satisfactory for this assessment. Planning the assessment: Recommended date for assessment –                          [Set a date as per timetable]Access all resources mentioned in required resources either printed copies or access via the internetTime required for assessment: 3 hoursYou must:Answer all the questions satisfactorily to be deemed competent.Complete the assessment and submit in due timelines.Submit with a completed assessment cover sheet.Assessor will set a time to provide feedback. Evidence specifications: At the end of the assessment, student will be required to submit the following evidence before the due date specified by the assessor: Completed answer sheet with all questions answered.Completed and signed cover sheet for the assessment. Evidence submission: Documentation can be submitted electronically or paper based.Assessor will record the assessment outcome on the assessment cover sheet. TASK 2A: Identify menu requirements Q1:    List ten things that can influence customers’ food and beverage choices.                           Q2:    Identify five different customer groups you’re likely to cater for when developing menus for special dietary requirements.                         Q3:    List the five Dietary Guidelines for Australians.                         Q4:    Explain how to take responsibility for determining the dietary requirements of a child, adolescent, or adult.                           Q5:    Which lunch would suit a customer who requires kosher food? State why the other two meals would be unacceptable. Pea and ham soup with green salad Cream of chicken soup and a grilled cheese sandwich Lentil soup with brown rice and a green salad Q6:    Which dinner would suit a customer who requires halal food? State why the other two meals would be unacceptable. Beer-battered fish and chips with a green salad Tofu and vegetable stir-fry with rice Barbecued prawns, rice, and steamed vegetables Q7:    Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu. Vegans Lacto-vegetarians Ovo-vegetarians Lacto-ovo vegetarians Q8:    You’re cooking for a customer with coeliac condition. What must you avoid using when preparing your dishes?                         Q9:    You’re cooking for children at a boarding school. Three of them have diabetes. Describe three ways you help them control their blood glucose levels.                     Q10:   Define the term ‘drug-food interaction’.                   Q11:     Define the term ‘food allergy’.                     Q12:   Define the term ‘food intolerance’.                       Q13:   You’re cooking for children on a sports camp. Some of them have allergies. Identify five ingredients which commonly cause allergic reactions.                         Q14:   Describe seven symptoms a customer with allergies could experience if you completely ignore or fail to adequately address their special dietary requirements.                       Q15:   State one culinary term or trade name for the following food additives and preservatives. Flavour enhancers Antioxidants Q16:   Explain the roles of the food additives below. Artificial colours Preservatives Q17:   State the legal consequences of failing to address customers’ allergies, intolerances, or sensitivities.                   Q18:     Read and interpret the ingredients on the food packaging label. Is this product kosher? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q19:   Read and interpret the ingredients on the food packaging label. Is this product OK for customers with gluten allergies? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q20:     Read and interpret the ingredients on the food packaging label. Is this product OK for customers with peanut allergies? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q21:     Read and interpret the ingredients on the food packaging label. Is this product OK for customers with soybean allergies? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q22:     Read and interpret the ingredients on the food packaging label. Is this product OK for vegans? INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, cornstarch, herbs, spices, water Q23:   List five people you can liaise with to identify and clarify customer requirements.                   Q24:   State four communication skills you would use during the menu-planning process to invite the input of health and other professionals and determine the diet requirements of customers.                       Q25:   Which contemporary dietary trends and regimes would you say are suitable for these customers? A customer experiencing symptoms of food allergies or intolerances A customer being treated for obesity A customer building muscle and endurance Q26:   What customers should only follow a low-kilojoule diet if under medical supervision?                       Q27:   It’s important to continually seek information on emerging dietary trends. List three ways you could research them.                           Task 2B: Develop menus and meal plans for special diets Q28:   You must be able to manage yourself and take responsibility for the design of menus and meal plans. State the steps you would take to develop and write a menu or meal plan.                         Q29:   Explain four ways to provide variety in cyclic menus.                           Q30:   When developing meal plans and menus, you must be able to create meals which contain appropriate combinations of foods to meet macro- and micronutrient requirements. Identify the four macronutrients to keep in mind.                         Q31:   There are three categories of carbohydrates. What are they?                         Q32:   List five water-soluble vitamins our body requires.                       Q33:   List two fat-soluble vitamins we require.                     Q34:   List six minerals and trace elements your body requires.               Q35:   Identify the five categories of foods which contain the nutrients we need to promote good health and help us avoid dietary disease.                           Q36:   You should select meals which meet a wide variety of macro- and micronutrient requirements. What kinds of meals are best suited to this?                           Q37:   Explain how you would incorporate sufficient choice in a cyclic menu.                       Q38:   Explain how you would incorporate sufficient choice in an à la carte menu.                         Q39:   Remember, your customers’ health is your responsibility. List seven foods you should limit when developing menus and meal plans to reduce diet-related health problems.                                 Q40:   You sometimes need to select suitable foods to use as substitutes when meeting customers’ specific requirements. Next to these three ingredients, state an equivalent ingredient you’d replace it with to address the needs of a customer on a low-fat diet. Pouring cream Sour cream Coconut cream Q41:   List two suitable substitutions for the following ingredients to meet the requests of a lactose intolerant customer. Butter Milk Yoghurt Q42:     Identify four cooking methods you could employ to maximise nutritional value in food.                       Q43:   Which preparation method maximises nutritional value in fruits and vegetables, a., or b.? a.            Washing b.            Peeling Q44:   Describe how to safely store food to retain nutrients and avoid contamination.                       Task 2C: Cost and document special menus and meal plans Q45:   Identify ten expenditure items you’d need to accurately calculate to determine production costs of menu items.                           Q46:   List the three standard measures you would use when itemising ingredients and calculating portion yields and/or costs from raw ingredients. Provide an example of each one.                           Q47:   You buy 10 kg potatoes. After washing, peeling, and trimming them you have 9.5 kg left. Calculate the yield % of the potatoes. State the formula you used. Show how you arrived at this figure.               Q48:   Calculate the yield % of the turkey. State the formula you used. Show how you arrived at this figure. As purchased quantity (APQ)20 kgEdible portion quantity (EPQ)12 kg Q49:   Calculate the usable trim % of the turkey. State the formula you used. Show how you arrived at this figure. As purchased quantity (APQ)20 kgEdible portion quantity (EPQ)12 kgUsable trim weight5 kg Q50:   Calculate the waste % of the turkey. State the formula you used. Show how you arrived at this figure. As purchased quantity (APQ)20 kgEdible portion quantity (EPQ)12 kgUsable trim weight5 kgWaste trim weight3 kg Q51:   Use the information to calculate the actual cost of the zucchini. State the three formulas you used and the steps you took to arrive at this cost. IngredientsQuantityUnitPurchase unitPurchase unit priceCostYieldTotal costZucchini300g1 kg$5.9595%$1.78 Q52:   List three ways you can get the necessary technological skills to calculate yield and costs from raw ingredients using computers and software programs.                       Q53:   Calculate the profitable selling price of a dish with a food cost per portion of $8.25 and a standard food cost percentage of 25%. State the formula you used. Show how you arrived at this price.                       Q54:   You need to adjust your menu so it includes high-yield desserts. Which dessert would you choose? Dish nameSectionPortion sizeFood cost/portionFood cost %Raw selling priceAdjusted selling priceBrandy custardPâtisserieDessert$2.1122%$9.59$9.50ÉclairsPâtisserieDessert$3.0832%$9.62$9.75Chocolate cakePâtisserieDessert$1.5817%$9.29$9.50 Q55:   Identify the least profitable menu item, which should be excluded. Dish nameSectionPortion sizeFood cost/portionFood cost %Raw selling priceAdjusted selling priceBrandy custardPâtisserieDessert$2.1122%$9.59$9.50ÉclairsPâtisserieDessert$3.0832%$9.62$9.75Chocolate cakePâtisserieDessert$1.5817%$9.29$9.50 Q56:     You need to assess cost-effectiveness against budgetary constraints. List four things to keep in mind when setting prices.                       Q57:   You’re documenting a vegetarian menu item: spinach and ricotta lasagne. List seven dish characteristics you could use in the menu description. Provide an example of the terminology you’d use for each one.                         Q58:   Identify two ways you can use technology to help you write comprehensive meal plans and menus.                       Task 2D: Monitor special menu performance Q59:   Identify four ways you can get ongoing feedback from customers and others to improve menu performance.                           Q60:   List three ways you can analyse customer satisfaction with menu items.                             Q61:   Explain how to analyse menu success against profitability.                         Q62:   Describe what you can do to make sure your menu meets customers’ dietary goals.                     Q63:   What should you do if menu items are unprofitable?                   Q64:   Explain three ways you could adjust menus based on feedback and success.                         Assessment Task 3 Cover Sheet Student Declaration (To be filled out and submitted with assessment responses) ¨  I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). ¨   I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. ¨   I have correctly referenced all resources and reference texts throughout these assessment tasks and this submission is based on my own research work. ¨  This piece of work has not previously been submitted for assessment in this or any other subject. ¨ I give permission for my assignment to be scanned for electronic checking of plagiarism. I understand that plagiarism and cheating is against Institution’s policy and will result in NYC outcome Student’s Full Name:   Student ID:   Student’s Signature:   Date of submission:   Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out in accordance with the principles of assessment and relevant assessment procedures Assessor’s Name   Assessor’s Signature   Date:   Assessment Outcome: S: Satisfactory; NS: Not Satisfactory; NA: Not Assessed (Please circle) S NS NA Resubmission                 ¨ Yes   ¨ No ¨ 1st resubmission Date of resubmission: ¨ 2nd resubmission Date of resubmission: Extension request approved  ¨ Yes¨ No ¨ Revised date of submission Feedback:               Student result response ¨My performance in this assessment task has been discussed and explained to me. ¨I would like to appeal this assessment decision. Student signature   Date       Assessment Task 3: Projects Required documents and equipment: Computer with internet connection to refer to various resources.Student assessment booklet and a pen (organized by the student).Angad Institute Learners’ resources for the unit SITHKOP004- Develop menus for special dietary requirements. (organised by the trainer)Appendix 3 (Menu overview template)Appendix 4 (Daily meal plan and checklist)Appendix 5 (Menu costing template)Background InformationLearner’s notes Instructions for students: You must satisfactorily complete each assessment criteria listed to be marked satisfactory The assessment activity requires students to: Complete Project A and BComplete all tasks after each projectAnswer all questions Project A– This assessment requires you to develop and cost menus or meal plans that meet different special dietary requirements of customers. Project B– This assessment requires you to research a contemporary/emerging dietary trend or regime. Planning the assessment Recommended date for assessment:                                [Trainer to provide]Access all resources mentioned in required resources either printed copies or access via the internetTime required for assessment: Project A– Each menu will be done over 2 hours (6 menus x 2= 12 hours) Project B– You will conduct the research at home in your own time and present it to the assessor. Students will be given 2 hours You must:Produce all evidence as required.Complete the assessment and submit in due timelinesSubmit with a completed assessment cover sheetAssessor will set a time to provide feedback Evidence specifications: At the end of the assessment, students will be required to submit the following evidence before the due date specified by the assessor: Answer all questionsSatisfactorily completed all tasksCompleted Appendix 3Completed Appendix 4Completed Appendix 5Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2Completed and signed cover sheet for assessment Evidence submission: Documentation can be submitted electronically or paper-based.Assessor will record the assessment outcome on the assessment cover sheet. Assessment Task 3 Project A Go to Appendix 2 (Background information) and read the information provided.You are required to develop and cost at least six menus or meal plans that individually or in combination meet at least six different special dietary requirements listed in Appendix 2At least one menu must be a cyclic menu.Other types of menu formats can be used when preparing all other menus, for example, à la carte, set, daily, seasonal, or weekly menu formats.Two of the menus or meal plans must address the special dietary requirements of different customer groups listed in Appendix 2Two of the menus or meal plans must reflect one or more cultural or religious dietary requirements listed in Appendix 2All menus must be evaluated by obtaining at least two of the types of feedback listed in Appendix 2 for each menu.Menus or menu plans must:be developed within commercial time constraintsdemonstrate methods for responding to feedback and adjusting menusincorporate basic principles and practices of nutrition, including macro- and micronutrient requirements. There are six tasks in this assessment, one for each of the six menus you must develop. You must complete all sub-tasks in each task. Task 1: Menu 1 – Cyclic menu Task 1.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu.Students will choose any one from the following:ChildrenElderlyInternational TouristsIdentify the dietary and cultural requirements of your customer group.You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment.The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager.Answer all the questions. Q1:    What customer group is your menu developed for?           Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?       Q4:    Whom did you liaise with to identify and confirm customer requirements?         Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?       Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?           Task 1.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the time for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 1.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, and afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) is well planned and meets the nutritional, dietary, cultural, or religious requirements of your customer group. Task 1.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 1.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 1.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?         Q2:    Who did you seek feedback from?       Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?       Q7:    Which menu items rated the lowest customer satisfaction score?           Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.             Q9:    Describe the changes you would make to your completed menu based on the feedback you received.           Task 2: Menu 2 Task 2.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?           Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?             Task 2.2: Document a menu overview Go to Appendix 3 (Menu Overview template) Discuss and confirm the time for your cyclic menu prior to commencing this task, for example, two, three or four weeks. Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu. Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 2.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist) Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week). Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2. Complete the table for each menu item (breakfast options, morning tea, lunch options, and afternoon tea and dinner options) for each day of the week. Use the checklist for each menu item to ensure your meal plans (and entire menu) is well planned and meets the nutritional, dietary, cultural, or religious requirements of your customer group. Task 2.4: Cost menus Go to Appendix 5(Menu Costing) Select one day from the menu developed in Task 1.3. Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day. Calculate other expenditure items used in the preparation or service of the menu item. Calculate the total cost for one serve or portion for each menu option. You must complete Appendix 5 one menu costing table for each menu item. Task 2.5: Monitor menu performance Go to Appendix 2 (Background Information) Implement the menu in your workplace or training environment. Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2 You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own. Document and analyse the results of your feedback to determine the following. Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menu Save your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6. Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2. Submit the following to your assessor: Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 2.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?           Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.           Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.         Q9:    Describe the changes you would make to your completed menu based on the feedback you received.             Task 3: Menu 3 Task 3.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?           Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?           Task 3.2: Document a menu overview Go to Appendix 3 (Menu Overview template) Discuss and confirm the time for your cyclic menu prior to commencing this task, for example, two, three or four weeks. Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu. Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 3.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 3.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 3.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 3.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?           Q2:    Who did you seek feedback from?           Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.           Q6:    Which menu items rated the highest customer satisfaction score?           Q7:    Which menu items rated the lowest customer satisfaction score?           Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.             Q9:    Describe the changes you would make to your completed menu based on the feedback you received.         Task 4: Menu 4 Task 4.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?           Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?         Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?             Task 4.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the period for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 4.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 4.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 4.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 4.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?         Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.         Q9:    Describe the changes you would make to your completed menu based on the feedback you received.     Task 5: Menu 5 Task 5.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu. Students will choose any one from the following: ChildrenElderlyInternational Tourists Identify the dietary and cultural requirements of your customer group. You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment. The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager. Answer all the questions. Q1:    What customer group is your menu developed for?           Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?           Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?         Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?         Task 5.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the period for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 5.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 5.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 5.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 5.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?         Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.         Q9:    Describe the changes you would make to your completed menu based on the feedback you received.       Task 6: Menu 6 Task 6.1: Identify the dietary and cultural requirements of customers Select a customer group for your cyclic menu.Students will choose any one from the following:ChildrenElderlyInternational TouristsIdentify the dietary and cultural requirements of your customer group.You must confirm your selected customer group and dietary, cultural, or religious requirements with your trainer/assessor prior to undertaking this assessment.The size of the group must be discussed and confirmed with your trainer/assessor. Although a specific number is not specified, the group size must be substantial enough to replicate realistic workplace demands of a senior cook, chef, catering supervisor or manager.Answer all the questions. Q1:    What customer group is your menu developed for?         Q2:    What are their dietary and/or cultural requirements?         Q3:    What sources of information did you use to determine these requirements?         Q4:    Whom did you liaise with to identify and confirm customer requirements?         Q5:    What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?         Q6:    What goals(s) would you set for your menus based on the information you’ve researched about your customer group. That is, what are you hoping to achieve by planning and documenting a meal plan and menu?         Task 6.2: Document a menu overview Go to Appendix 3 (Menu Overview template)Discuss and confirm the period for your cyclic menu prior to commencing this task, for example, two, three or four weeks.Brainstorm a range of menu ideas to suit the customer, dietary and cultural or religious requirements identified in Task 1.1 for at least two weeks of your cyclic menu.Sort your menu suggestions into a rough draft of your menu using the Appendix 3 (Menu overview template) Task 6.3: Develop menus and meal plans for special diets Go to Appendix 4 (Daily meal plan and checklist)Print or cut and paste seven copies of the daily menu plan and checklist (one copy for each day of the week).Complete a meal plan for each day of the week for the first week of your cyclic menu as per your menu overview from Task 1.2.Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week.Use the checklist for each menu item to ensure your meal plans (and entire menu) are well planned and meet the nutritional, dietary, cultural, or religious requirements of your customer group. Task 6.4: Cost menus Go to Appendix 5(Menu Costing)Select one day from the menu developed in Task 1.3.Calculate the portion yields and costs of all ingredients required to prepare and produce all menu options offered on your selected day.Calculate other expenditure items used in the preparation or service of the menu item.Calculate the total cost for one serve or portion for each menu option.You must complete Appendix 5 one menu costing table for each menu item. Task 6.5: Monitor menu performance Go to Appendix 2 (Background Information)Implement the menu in your workplace or training environment.Monitor the performance of the menu by obtaining feedback from customers or others by using at least two of the methods listed in Appendix 2You can use feedback mechanisms currently used within the organisation, modify existing mechanisms to assist in gathering necessary information, or create your own.Document and analyse the results of your feedback to determine the following.Success of your menu against dietary goals for the customer group nominated in Task 1.1Level of customer satisfaction with the menuSave your feedback results and analysis locally as Menu 1_Feedback analysis. You will need to refer to it to respond to questions in Task 1.6.Scan or photograph at least one example of each type of feedback method you used to obtain feedback. Save as Menu 1_Feedback example 1 and Menu 1_Feedback example 2.Submit the following to your assessor:Menu 1_Feedback analysisMenu 1_Feedback example 1Menu 1_Feedback example 2 Task 6.6: Review performance Answer the following questions based on your analysis of feedback in Task 1.5. Q1:    What methods/techniques did you use to obtain feedback?           Q2:    Who did you seek feedback from?         Q3:    Did you achieve the dietary goals you set in Task 1.1?         Q4:    Which menu items did not meet dietary goals?         Q5:    Briefly explain why you think menu items did or did not meet dietary goals.         Q6:    Which menu items rated the highest customer satisfaction score?         Q7:    Which menu items rated the lowest customer satisfaction score?         Q8:    Briefly explain why you think customers were or were not satisfied with the menu items.           Q9:    Describe the changes you would make to your completed menu based on the feedback you received.         Assessment Task 3 Project B This assessment requires students to research a contemporary/emerging dietary trend or regime. Students are required to do the following. Research a contemporary/emerging dietary trend or regime and answer all the questions. Task 1: Research and short-answer questions Q1:    What dietary trend or regime did you base your research on? Examples of dietary trends or regimes the learner might research include the following.           Q2:    What are the strengths and weakness of the dietary trend or regime?         Q3:    Liaise with other professionals. Would this dietary trend or regime be suitable for a child? Why? Why not? Response will vary depending on the dietary regime researched by the learner.         Q4:    Liaise with other professionals. Would this dietary trend or regime be suitable for a pregnant or lactating woman? Why? Why not? Response will vary depending on the dietary regime researched by the learner.           Q5:    Liaise with other professionals. Would this dietary trend or regime be suitable for an older Australian? Why? Why not?           Q6:    Liaise with other professionals. Would this dietary trend or regime be suitable for an athlete?           Q7:    Liaise with other professionals. Would this dietary trend or regime be suitable for an obese person? Why? Why not?             Appendix1- Assessment resource at Angad Australian Institute of Technology Angad Institute will conduct assessment for this unit in its classroom located at 500, La Trobe Street, VIC and student will have access to following resources. Assessment must ensure access to: computers, printers, and software for costing and developing menus and meal plansAustralian Dietary GuidelinesRecipes that accommodate a range of special dietary requirements. Appendix 2 Special dietary requirements Eating regimes (elimination, macrobiotic)Exclusions for allergies, contraindications with medicines or food intoleranceFat-freeFluidsFood preferencesFood restrictionsGluten-freeHigh carbohydrateHigh or low energyHigh or low proteinHigh fibreLacto-ovoLow carbohydrateLow cholesterolLow fatLow glutenLow kilojouleLow sugarModified sodium or potassiumModified textureNutritional requirementsPortion sizeSubstitutes:Gluten-free flourYeast-free flourNon-sugar sweetenersSugar-freeType one and two diabetes Cultural or religious dietary requirements HalalHinduKosherVeganVegetarian Customer groups addressed AdolescentsAthletesChildrenDefence forcesElderlyHealth careIll or injuredInfantsInternational touristsNutritional and energy requirements due to physical conditionPeople in areas affected by disaster or environmental extremesPeople from different socio-economic groupsPeople in remote areasUnderweight personsOverweight personsObese Methods of evaluation Customer satisfaction discussions with:Customersemployees during each business dayCustomer surveysImprovements suggested by:CustomersManagersPeersStaffSupervisorssuppliersRegular staff meetings that involve menu discussions.Satisfaction discussions with:Customersallied health professionalsdietitiansmedical specialistsSeeking staff suggestions for menu items Appendix 3 Menu overview template Menu overview Cyclic menu items week 1 MealsMondayTuesdayWednesdayThursdayFridaySaturdaySundayBreakfast (1)           Breakfast (2)           Morning tea           Lunch (1)           Lunch (2)           Afternoon tea           Dinner (1)           Dinner (2)            Cyclic menu items week 2 MealsMondayTuesdayWednesdayThursdayFridaySaturdaySundayBreakfast (1)           Breakfast (2)           Morning tea           Lunch (1)           Lunch (2)           Afternoon tea           Dinner (1)           Dinner (2)            Appendix 4- Daily meal plan and checklist Daily meal plan and menu item checklist Day: ___________________________ MealsMenu itemsMain ingredientsCooking methodsColoursFlavoursTexturesSizes/ shapesNutrientsChecklistBreakfast (1)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyBreakfast (2)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyMorning tea        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyLunch (1)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyLunch (2)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyAfternoon tea        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyDinner (1)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminologyDinner (2)        Ingredients suitable for customer groupUses prep/cooking methods that maximise nutritional valueMeets requirements for menu and food variety Meets macro-/micronutrient requirementsMeets Australian Dietary Guidelines Meets nutritional requirements of customer groupUses correct terminology Appendix 5- Menu Costing Task 1.4: Cost menus Print or copy and paste this table as many times as required for your menu and add or delete rows as required.Menu number is the Task number for the menu you are developing, for example, the cyclic menu developed in Task 1 will be menu number 1, Task 2 is menu number 2, and so on. Menu item nameYield: Menu no.   QtyUnitPurchase unit Purchase unit price $ Cost Yield %Total cost $                                                  Total cost of recipe$Portion cost$Other expenditure items Expenditure itemQtyUnitPurchase price per unit $Cost per unit $                     Total expenditure item cost$Total cost of menu item per portion (total recipe cost plus total expenditure item costs)$  Copyright: Instructions in this tool have been developed by NTA and Angad Institute for sole purpose of use by Angad Institute. Any part of these assessment instructions cannot be reproduced in full or part for without approval of Angad Institute and NTA which holds authorship rights

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