SITHKOP004

DEVELOP MENUS FOR SPECIAL DIETARY

REQUIREMENTS
Student Assessment Task

Student Name
Student Id
Course

Salisbury College Australia V1.0

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Contents
CONTENTS.................................................................................................................................................... 3
ASSESSMENT INFORMATION FOR LEARNERS................................................................................................. 4
ASSESSMENT GUIDE...................................................................................................................................... 7
ASSESSMENT TASK 1..................................................................................................................................... 9
ASSESSMENT TASK 2................................................................................................................................... 15

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ASSESSMENT INFORMATION FOR

LEARNERS
Throughout your training we are committed to your learning by providing a training
and assessment framework that ensures the knowledge gained through training is
translated into practical on the job improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply
to the workplace.
 Your ability to apply your learning.
 Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor
will guide your learning and provide feedback on your responses to the assessment
materials until you have been deemed competent in this unit.
How you will be assessed
The process we follow is known as competency-based assessment. This means that
evidence of your current skills and knowledge will be measured against national
standards of best practice, not against the learning you have undertaken either recently
or in the past. Some of the assessment will be concerned with how you apply your skills
and knowledge in the workplace, and some in the training room as required by each
unit.

The assessment tasks have been designed to enable you to demonstrate the
requirements of the performance criteria and knowledge in this unit to successfully
demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the
assessment process. Your assessment tasks will outline the evidence to be collected and
how it will be collected, for example; a written activity, case study, or demonstration and
observation.

The assessor will also have determined if you have any special needs to be considered
during assessment. Changes can be made to the way assessment is undertaken to
account for special needs and this is called making Reasonable Adjustment.

What happens if your result is ‘Not Yet Competent’ for one or

more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning
outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see
how we can get there.

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In the case that one or more of your assessments has been marked ‘NYC’, your trainer
will provide you with the necessary feedback and guidance, in order for you to resubmit
your responses.
If you submit assessment by the due date and deemed ‘NYC’, you will be provided
another opportunity to submit assessment without any penalty. However, failure to
submit by the due date will cease any free resubmission opportunity.

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal
should only be made if you have been assessed as ‘Not Yet Competent’ against a specific
unit and you feel you have sufficient grounds to believe that you are entitled to be
assessed as competent. You must be able to adequately demonstrate that you have the
skills and experience to be able to meet the requirements of units you are appealing the
assessment of.
If you do not agree with an assessment decision, you can make an assessment appeal as
per your SCA’s assessment appeals process.

Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately.
To do this they need to:

 Ensure that participants are assessed fairly based on the outcome of the
language, literacy and numeracy review completed at enrolment.
 Ensure that all documentation is signed by the learner, trainer, workplace
supervisor and assessor when units and certificates are complete, to ensure
that there is no follow-up required from an administration perspective.
 Ensure that their own qualifications are current.
 When required, request the manager or supervisor to determine that the
learner is ‘satisfactorily’ demonstrating the requirements for each unit.
‘Satisfactorily’ means consistently meeting the standard expected from an
experienced operator.
 When required, ensure supervisors and learners sign off on third party
assessment forms or third-party report.
 Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

This must be filled out, signed and submitted with your assessment responses.

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You required to submit this assessment task electronically, please complete the
Assessment coversheet and signed electronically or print your name. Your assessor will
provide your feedback electronically either by an email or through the learning
management system. Your assessments should be typed in an 11 or 12 size font for ease
of reading.

Your assessor will also discuss this verbally with you and provide advice on
reassessment opportunities as per your SCA’s reassessment policy.
Depending on the task, this may include:
 resubmitting incorrect answers to questions (such as written questions and case
studies)
 resubmitting part or all of a project, depending on how the error impacts on the
total outcome of the task
 redoing a role play after being provided with appropriate feedback about your
performance
 being observed a second (or third time) undertaking any tasks/activities that
were not satisfactorily completed the first time, after being provided with
appropriate feedback.
Your Trainer / Assessor will advise you should there be any change.

Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in
a logical manner.
Each should include:
Student Name
Student ID
Unit code
For example, SITHCCC005 it should be John smith_SLB00005B_ SITHCCC005

How should I reference the sources of information I use in my

assessments?
Include a reference list at the end of your work on a separate page. You should reference
the sources you have used in your assessments in the Harvard Style. For example:

 Website Name – Page or Document Name, retrieved insert the date. Webpage
link.
 For a book: Author surname, author initial Year of publication, Title of book,
Publisher, City, State.

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ASSESSMENT GUIDE
The following table shows you how to achieve a satisfactory result against the criteria
for each type of assessment task. The following is a list of general assessment methods
that can be used in assessing a unit of competency. Check your assessment tasks to
identify the ones used in this unit of competency.

Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The
assessment process is made up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed competent overall. Your
assessment may include the following assessment types.

Written Questions All questions answered Incorrect answers for one

correctly or more questions

Answers address the Answers do not address

question in full; referring the question in full. Does
to appropriate sources not refer to appropriate or
from your workbook correct sources.
and/or workplace

Third Party Report Supervisor or manager Could not demonstrate

observes work consistency. Could not
performance and confirms demonstrate the ability to
that you consistently meet achieve the required
the standards expected standard
from an experienced
operator

Written Activity The assessor will mark the Does not follow
activity against the guidelines/instructions
detailed
guidelines/instructions

Attachments if requested Requested supplementary

are attached items are not attached

All requirements of the Response does not

written activity are address the requirements
addressed/covered. in full; is missing a
response for one or more
areas.

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Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The
assessment process is made up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed competent overall. Your
assessment may include the following assessment types.

Responses must refer to One or more of the

appropriate sources from requirements are
your workbook and/or answered incorrectly.
workplace Does not refer to or utilise
appropriate or correct
sources of information

Observation/Demonstration All elements, criteria, Could not demonstrate

knowledge and elements, criteria,
performance evidence are knowledge and
demonstrated at the performance evidence at
appropriate AQF level the appropriate AQF level

Case Study All comprehension Lack of demonstrated

questions answered comprehension of the
correctly; demonstrating knowledge required to
an application of complete the case study
knowledge of the topic questions correctly. One
case study. or more questions are
answered incorrectly.

Answers address the Answers do not address

question in full; referring the question in full; do not
to appropriate sources refer to appropriate
from your workbook sources.
and/or workplace

Practical Activity All tasks in the practical Tasks have not been
activity must be completed completed effectively and
and evidence of evidence of completion
completion must be has not been provided.
provided to your
trainer/assessor.
All tasks have been
completed accurately and
evidence provided for
each stated task.

Attachments if requested Requested supplementary

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Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The
assessment process is made up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed competent overall. Your
assessment may include the following assessment types.

are attached items are not attached

This assessment task only consists of Written Questions and Practical Activity.

ASSESSMENT TASK 1
Written Questions
This assessment task consists of 5 questions. You may use reference material to assist
you such as texts and the internet, but you must correctly reference your information.

You must answer all questions correctly and in accordance with the instructions given.

Answers should between 50 to 100 words for each question:

1. Develop a resource that would be suitable to have in the workplace that

outlines the common culinary and trade names for each of the following
areas:
a) Substitute ingredients used to produce dishes with special dietary recipes.

b) Ingredients suitable for meeting basic nutritional needs.

c) Ingredients that cause common allergic reactions.

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d) Food additives and preservatives.

2. Briefly outline and discuss the main types and culinary characteristics of
each of the following types of diets that are common in contemporary
Australian society:
Eating regimes,
including Elimination
and Macrobiotic.

Exclusions for allergies,

contraindications with
medicines or food
intolerance.
Fat-free.

Fluids.

Food preferences.

Food restrictions.

Gluten-free.

High carbohydrate.

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High or low energy.

High or low protein.

High fibre.

Lacto ovo.

Low carbohydrate.

Low cholesterol.

Low fat

Low gluten.

Low kilojoule.

Low sugar

Modified sodium or
potassium.

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Modified texture.

Nutritional
requirements.

Portion size.

Substitutes, including
gluten-free flour, yeast-
free flour and non-sugar
sweeteners.
Sugar-free.

Type one and two

diabetes

3. For each of the following types of cultural and religious diets that are
common in Australia, develop a poster that outlines the diet type and the
culinary characteristics of each:
Halal.

Hindu.

Kosher.

Vegan.

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Vegetarian

4. Discuss the primary components of the Australian Dietary Guidelines,

ensuring to consider these that particularly relate to their use in menu
planning for older Australians, children and adolescents.

5. For each of the following identified type of customer group, briefly discuss
some of the reasons why they might have dietary requirements:
Adolescents.

Athletes.

Children.

Defence forces.

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Elderly.

Health care.

Ill or injured.

Infants.

International tourists.

Nutritional and energy

requirements due to physical
condition.

People in areas affected by

disaster or environmental
extremes.

People from different

socioeconomic groups.

People in remote areas.

Those with weight problems,

including:
1. Underweight.

2. Overweight and obese

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ASSESSMENT TASK 2
Practical activity
In this task student required to attend a mandatory practical activity in the presence of
the assessor in the SCA simulation kitchen. Your assessor will assess your knowledge
and competency on the unit based on the activity in the practical class.

Submission requirement:

 Please participate in the practical activity in the in the SCA simulation kitchen
with the assessor instruction and complete the activity and provide all the
documentation required,
 Your assessor will advise you in the practical class once you successfully
completed the activity.

Required:

• Access to Computers, printers and software for costing and developing menus
and meal plans.
• Australian dietary guidelines.
• Recipes that accommodate a range of special dietary requirements.
• Australia New Zealand Food Standards Code
• Current organisational food safety programs, policies and procedures used
for managing food safety.

Assessment Criteria:

In this task you are required to develop and cost at least six (6) menus or meal
plans, within commercial time constraints and demonstrating the principles and
practices of nutrition, that individually or in combination meet at least six (6) of the
following different special dietary requirements:

 Eating regimes; elimination or macrobiotic.

 Exclusions for allergies, contraindications with medicines or food intolerance.
 Fat-free.
 Fluids.
 Food preferences.
 Food restrictions.
 Gluten-free.
 High carbohydrate.
 High or low energy.
 High or low protein.

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 High fibre.
 Lacto ovo.
 Low carbohydrate.
 Low cholesterol.
 Low fat.
 Low gluten.
 Low kilojoule.
 Low sugar.
 Modified sodium or potassium.
 Modified texture.
 Nutritional requirements.
 Portion size.
 Substitutes of gluten-free flour, yeast-free flour or non-sugar sweeteners.
 Sugar-free.
 Type one and two diabetes.

Whilst developing the meus, you must ensure:

 Two (2) of the six (6) menus or meal plans developed reflect one (1) or more of the
following types of cultural or religious dietary requirements:
a. Halal.
b. Hindu.
c. Kosher.
d. Vegan.
e. Vegetarian.
 Two (2) of the six (6) menus or meal plans developed address the special dietary
requirements of two (2) of the following different customer groups:
a. Adolescents.
b. Athletes.
c. Children.
d. Defence forces.
e. Elderly.
f. Health care.
g. Ill or injured.

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h. Infants.
i. International tourists.
j. Nutritional and energy requirements due to physical condition.
k. People in areas affected by disaster or environmental extremes.
l. People from different socioeconomic groups.
m. People in remote areas.
n. Those with weight problems: underweight, overweight or obese.

Whilst developing the menus, you must, complete each of the following steps to
identify the requirements for each of the six (6) menus:

 Identify, and record, the requirements for the six (6) menus/special meal plans,
ensuring to consider two (2) menus reflecting the dietary requirements of one
(1) or more cultural or religious groups, and two (2) addressing the special
dietary requirements of two (2) different customer groups.
 Assess contemporary dietary trends and regimes. Record this assessment.
 Identify and confirm customer requirements by liaising with other professionals.
 Identify the health consequences of ignoring the special dietary requirements of
customers, including allergic reactions, anaphylaxis and food
sensitivity/intolerance. Record the identified consequences.

Whilst developing the menus, you must, perform each of the following steps to
develop appropriate menus and meal plans for special diets:

 Select, and record, a variety of foods and meals that are suitable for the specific
requirements of the identified customer groups.
 Identify an appropriate combination of food to meet the macro and micro
nutrient requirements of customer groups. Document these.
 Develop menus and meal plans that promote good health and that try to reduce
the incidence of diet related health problems.
 Prepare menus that are cyclic, that have variety, and that balance the nutritional
requirements of customer groups.
 Incorporate a sufficient choice of dishes into the menus.
 Within the menu, recommend food preparation and cooking methods that
maximise the nutritional value of food.

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Whilst developing the menus, you must, Complete the following steps to cost and
document each of the six (6) special menus and meal plans:

 Determine the production costs of menu items by calculating the expenditure of

items. Record these calculations and costs.
 Calculate, and record, the portion yields and the costs from the raw ingredients.
 Assess the cost-effectiveness of the proposed dishes against the budgetary
constraints, and ensure to choose products that provide high yield. Record the
products selected.
 Review the menus and meal plans to ensure that the correct terminology is used,
adjusting the terminology as required. Document this review.

Following the developing the menus, you must, perform each of the following steps
to monitor and evaluate the performance of the special menus:

 Obtain at least two (2) of the following types of ongoing feedback from
customers and others:
o Customer satisfaction discussions with:
 Customers.
 Employees during the course of each business day.
o Customer surveys.
o Improvements suggested by:
 Customers.
 Managers.
 Peers.
 Staff.
 Supervisors.
 Suppliers.
o Regular staff meetings that involve menu discussions.
o Satisfaction discussions with:
 Customers.
 Allied health professionals.
 Dietitians.
 Medical specialists.
o Seeking staff suggestions for menu items.
 Analyse the success of special menus against dietary goals and customer
satisfaction. Record this analysis.
 Adjust the menus/meal plans to improve their performance, based on the
feedback received and their success. Provide any adjusted menus/meal plans.

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