Written Test: Unit Code: - SITHKOP004 Unit Name: - Develop Menus For Special Dietary Requirements

Written Test
Unit Code: - SITHKOP004

Unit Name: - Develop menus for special dietary
requirements
Assessment for this Unit of Details

Competency/Cluster
Assessment 1 Written Test
Assessment 2 Practical/Observation
Assessment 3
Assessment conducted in this instance: Assessment 1 X 2 3
SITHKOP004 Develop menus for special dietary requirements
Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your knowledge required to complete the tasks outlined
in elements and performance criteria of this unit:
• culinary terms and trade names for:
o substitute ingredients used to produce dishes with special dietary recipes
o ingredients suitable for meeting basic nutritional needs
o ingredients that cause common allergic reactions
o food additives and preservatives
• main types and culinary characteristics of special diets that are part of contemporary
Australian society:
o eating regimes:
 elimination
 macrobiotic o exclusions for allergies, contraindications with medicines or food
intolerance
o fat-free
o fluids
o food preferences
o food restrictions
o gluten-free
o high carbohydrate
o high or low energy
o high or low protein
o high fibre
o lacto-ovo
o low carbohydrate
o low cholesterol
o low fat
o low gluten
o low kilojoule
o low sugar
o modified sodium or potassium
o modified texture
o nutritional requirements
o portion size
o substitutes:
 gluten-free flour
 yeast-free flour
 non-sugar sweeteners o sugar-free
o type one and two diabetes
• main types and culinary characteristics of cultural or religious diets that are part of contemporary
Australian society:
o halal
o Hindu
o kosher
o vegan
o vegetarian
• main types of customer groups that have special dietary requirements:
Duke College (DC) Assessment 1, Jan 2019

CRICOS ID: 02564C Version 2.0
RTO ID: 90681 Page 2 of 14
o adolescents
o athletes
o children
o defence forces
o elderly
o health care
o ill or injured
o infants
o international tourists
o nutritional and energy requirements due to physical condition
o people in areas affected by disaster or environmental extremes
o people from different socioeconomic groups
o people in remote areas
o those with weight problems:
 underweight
 overweight
 obese
• meaning of:
o drug-food interactions o food allergy o food intolerance
• key health and legal consequences of failing to address special requirements:
o allergic reactions o anaphylaxis
o food sensitivity or intolerance reactions
• basic principles and practices of nutrition:
o nutrients and their food sources
o influences on food choice
o food and beverage selection influences
o food labelling and interpretation
o role and implications of using food additives and preservatives
o health implications of food choices
o role of good nutrition in avoiding dietary diseases
o effects of various cooking methods and food storage on nutrients
• primary components of Australian Dietary Guidelines, in particular those for older
Australians, children and adolescents and their use in menu planning
• methods and formulas for calculating portion yields and costs from raw ingredients:
o butcher’s test o standard measures o standard yield tests
Place/Location where assessment will be conducted
DC Class Room and Training Kitchen
Resource Requirements
Pen, paper, Computer, internet access, Australian Healthy Eating Guides, calculator
Reference for recipes
https://www.taste.com.au/
Cookery for the Hospitality Industry
6th Edition
Textbook Authors: Graham Dodgshun, Michel Peters, David O'Dea,
Riverina Institute of TAFE
Date Published: August 2011
Format: Paperback
ISBN: 9780521156325

Instructions for assessment including WHS requirements
You are required to address each question correctly in this assessment.
If more space is required for any answer you may attach a separate page containing your ID
number, name unit title, unit code and the assessment task number and attach this page with
the current assessment task before submission or alternatively use the back of each paper
with a clear reference to the relevant question(s).
You are encouraged to clarify any tasks, requirements or questions you may have with your
trainer.
Ensure you check your work and keep a copy before submitting.
Once you have completed all questions, check all responses.
Your trainer will be providing you with feedback.
Assessment 1: Written Test

Your task
You are required to complete all questions and tasks for this assessment.
1. The Australian Guide to Healthy Eating provides 5 nutritional guidelines for adults, children
and adolescents, and the Elderly, which vary slightly for each group. Provide a brief
description of what these recommend in general:
Description
The 5 guidelines are:

2. Explain two (2) implications that the Australian Guide to Healthy Eating has towards your role
as a chef:
Implications
3. You are working as the chef in a hospital and a new patient has Coeliac disease. How will you
ensure that the patient is not adversely affected?
Factors to be considered during the selection, preparation, cooking and serving processes
4. You work as a chef. For a seminar the hotel offers the food choices outlined in the table below.
Which menu adjustments would be required for each course for guests requiring gluten free
meals and for those who suffer from diabetes?
Student answers vary – check the validity versus the dietary requirements typical for
each diet.
Breakfast Morning Tea Lunch Afternoon Dinner
Tea
Poached Eggs Assorted Pork Piccata, Mini Danish, Caesar Salad
on sour dough sweet muffins mushroom risotto, assorted tea
with ham and Ratatouille sandwiches Sole fillets with
spinach beurre blanc,
Tropical Fruit steamed
Salad asparagus
Chocolate
Raspberry Mille
Feuille

Gluten Free
Diabetes
.
5. List three diseases that can be linked to diet, and explain how a change in diet could be
beneficial in these cases:
Suggestions

6. What are the requirements for the following dietary needs?
Dietary needs Requirements

Lactose intolerance
Low sodium
Coeliac
Diabetes mellitus
7. Some religions have specific requirements regarding which types of food or food combinations
may be consumed. What is the basic information you need to consider when writing menus for
the following client groups, but also generally when catering for any religious based
requirements?
Customers Requirements
Jewish customers
Muslim customers
Hindu customers
General

8. Which aspects in terms of patient requirements and product availability need to be considered
for texture modification of foods? Which equipment is typically used to prepare and present
texture modified preparations?
9. Provide examples for potential reactions to food allergies or intolerances. What are the
consequences of failing to address special requirements for food allergies, medical conditions
or drug-food interactions? What would be your actions to avoid negligence and meet legal
requirements?

10. Which major nutrients are provided through the following foods?
Bread, cereal, rice, pasta, noodles
Vegetables, legumes –
Capsicum, broccoli, cauliflower, cabbage, and tomatoes –
Dark green and orange vegetables like spinach, broccoli, carrots and pumpkin –
Green vegetables, dried peas, beans and lentils –
Fruit –
11. Which nutrients are the main energy providers for the human body?
What is their general role, nutritional value and how much of each should be included in a
healthy diet?

12. What are food additives?

How can additives affect individuals and how can you as a chef identify specific additives in
foods?
13. Which factors need to be considered when choosing cookery methods to ensure foods
maintain maximum nutritional values or meet dietary requirements?
14. What are the key features of the following lifestyle diets?
Vegan –
Lacto vegetarian –
Ovo vegetarian –
Ovo-lacto vegetarian –
Pesco vegetarian –
Semi vegetarian –
15. How do storage and part processing affect the nutritional values of fresh fruit and vegetables?

16. Which nutritional requirements need to be considered for the following customer groups?
Customer Group Needs

Girls during adolescence/women during
menstruation
Pregnancy and during lactation
Athletes
Defence Force Personnel
Vegetarian diets
People with Disabilities
Institution-based Catering

People living in remote regions
People affected by disaster or

environmental extremes
17. Provide an overview of the following contemporary dietary trends and provide an example for
potential impacts each of these may have on health or nutritional balance.
Diet Description Issues
Cabbage Soup Diet
Lemon Detox
Macrobiotic Diet

Raw Food Diet
Stone Age Diet
18. Provide 3 methods you can employ to obtain feedback on dietary menus and customer
satisfaction:
19. List the 2 most important aspects in terms of feedback which must be considered when evaluating
the success of a menu or dish:

Assessment 2
Unit Code: - SITHKOP004
Unit Name: - Develop menus for special dietary
requirements
Assessment for this Unit of Details

Competency/Cluster
Assessment 1 Written Test
Assessment 2 Project
Assessment 3
Assessment conducted in this instance: Assessment 1 2 X 3

Assessment Guidelines
The purpose of this assessment is to assess your knowledge and skills required to complete the tasks
outlined in elements and performance criteria of this unit:
• culinary terms and trade names for:
o substitute ingredients used to produce dishes with special dietary recipes o
ingredients suitable for meeting basic nutritional needs
o ingredients that cause common allergic reactions
o food additives and preservatives
• main types and culinary characteristics of special diets that are part of contemporary
Australian society:
o eating regimes:
 elimination
 macrobiotic o exclusions for allergies, contraindications with medicines or food intolerance
o fat-free
o fluids
o food preferences
o food restrictions
o gluten-free
o high carbohydrate
o high or low energy
o high or low protein
o high fibre
o lacto-ovo
o low carbohydrate
o low cholesterol
o low fat
o low gluten
o low kilojoule
o low sugar
o modified sodium or potassium
o modified texture
o nutritional requirements
o portion size
o substitutes:
 gluten-free flour
 yeast-free flour
 non-sugar sweeteners o sugar-free
o type one and two diabetes
• main types and culinary characteristics of cultural or religious diets that are part of
contemporary Australian society:
o halal o Hindu o kosher o vegan o vegetarian
• main types of customer groups that have special dietary requirements:

o adolescents
o athletes
o children
o defence
forces
o elderly
o health care
o ill or
injured
o infants
o international tourists
o nutritional and energy requirements due to physical condition
o people in areas affected by disaster or environmental extremes
o people from different socioeconomic groups
o people in remote areas
o those with weight problems:
 underweight
 overweight
 obese
• meaning of:
o drug-food interactions o food allergy o food intolerance
• key health and legal consequences of failing to address special requirements:
o allergic reactions o anaphylaxis
o food sensitivity or intolerance reactions
• basic principles and practices of nutrition:
o nutrients and their food sources
o influences on food choice
o food and beverage selection influences
o food labelling and interpretation
o role and implications of using food additives and preservatives
o health implications of food choices
o role of good nutrition in avoiding dietary diseases
o effects of various cooking methods and food storage on nutrients
• primary components of Australian Dietary Guidelines, in particular those for
older Australians, children and adolescents and their use in menu planning
• methods and formulas for calculating portion yields and costs from raw
ingredients:
o butcher’s test
o standard measures
o standard yield tests
You are required to provide evidence of your 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 feedback:
customer satisfaction discussions with:
customers
employees during the course of each business day
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
satisfaction discussions with:
customers
allied health professionals
dietitians
medical specialists
seeking staff suggestions for menu items
develop above menus and menu plans within commercial time
constraints, demonstrating:
methods for responding to feedback and adjusting menus
basic principles and practices of nutrition
Place/Location where assessment will be conducted
DC Class Room and Training Kitchen
Resource Requirements
Pen, paper, Computer, internet access, Australian Healthy Eating Guides, calculator
Reference for recipes

https://www.taste.com.au/
Cookery for the Hospitality Industry

6th Edition
Textbook Authors: Graham Dodgshun, Michel Peters, David O'Dea,
Riverina Institute of TAFE
Date Published: August 2011
Format: Paperback
ISBN: 9780521156325

Instructions for assessment including WHS requirements
You are required to address each question correctly in this assessment.
If more space is required for any answer you may attach a separate page containing your
ID number, name unit title, unit code and the assessment task number and attach this
page with the current assessment task before submission or alternatively use the back of
each paper with a clear reference to the relevant question(s).
Ensure you check your work and keep a copy before submitting.
You are encouraged to clarify any tasks, requirements or questions you may have with
your trainer.
Once you have completed all questions, check all responses.
Your trainer will be providing you with feedback.
Assessment 2: Project
Your Task:
1. Students must design 2 different menus (Breakfast lunch and Dinner) total of at
least six menu to meet special dietary requirements and cost them all by conducting
a menu analysis for each menu. The essential requirements for each menu are listed
below:
A La Carte menu (Breakfast, Lunch and Dinner)

• The menu must comprise of 4 Entrée’s, 4 Mains and 4 desserts
• It must have a range of colours and flavours
• The menu must also comprise a balanced range of menu items and must include:
• Seafood dishes
• Meat dishes
• Poultry dishes
• At least 2 Vegetarian dishes
• At least 2 Gluten free dishes
• At least 2 low fat items to meet the requirements of someone who has a heart
condition
• A range of desserts hot and cold
• At least 1 low sugar dessert suitable for a diabetic
 The menu must then be costed according to realistic ingredient prices and portions
sizes and ingredient yields. The ingredients within each recipe must be costed to
determine the cost per serve of every menu item on the menu. This must then be entered
into a menu analysis template (section 2 of this assignment) that the trainer will issue
to the student. The menu once entered into the menu analysis spreadsheet must fall at
30% food cost percentage or below.
• The menu must be presentable to industry standard in a word document and should
use current industry trends in menu design.
• You must also make a chart of items on your menu that are suitable for a Muslim
person who can only eat Halal meats and a Jewish person who can only eat Kosher foods
if it is a banned food item in their culture along with the other special dietary
requirements bullet pointed above. In the chart place a tick next to each dish each type of
person can eat like a matrix.

Retirement village cycle menu (Breakfast, Lunch and Dinner)

• The menu must comprise of 1 Main and 1 dessert for each day of a 7 day week and
must consist of a meat, seafood or poultry dish with vegetables for each dinner shift.
• The menu must also comprise a balanced range of menu items across the week.
• Also the nurses have mentioned to you that 4 residents in the critical care section of
the retirement village who have special dietary requirements and you need to plan
substitute meals for them if the ones on the menu are not suitable, see below:
• 1 Coeliac
• 1 Jewish resident
• 2 residents are in a very high risk category for heart
• 1 of the residents listed above in the very high risk category for heart is also fructose
intolerant
• The menu must then be costed according to realistic ingredient prices and portions
sizes and ingredient yields appropriate to elderly residents. The ingredients within each
recipe must be costed to determine the cost per serve of every menu item on the menu.
• This must then be entered into a menu analysis template (section 2 of this
assignment) that the trainer will issue to the student. Once the costings of the menu
are entered into the menu analysis spreadsheet students then must determine the selling
price for the residents. The price per head must take into account that the food cost
percentage at 30% or below. Keep in mind this is not a restaurant and cheaper ingredients
should be used with lower selling prices and elderly residents will not pay restaurant
prices for meals in a retirement village
• The menu must be presentable to industry standard in a word document and should
use current industry trends in menu design
2. 2 menu analysis’s must be submitted for each menu. An example of the menu
analysis template for the A La Carte menu is provided on the next page. The trainer
must provide students with both templates for their food costings. Once the student
has completed each menu analysis within the excel spreadsheet both must be handed
into the trainer with each menu. Attach each of these to this assessment and both
must fall below 30% food cost percentage
(menu analysis template example for the A La Carte menu is provided on the next page)
The menu analysis sheet comprises of a few different terms as headings for each financial
performance indicator. The definitions for each term of each heading are below:
Menu mix %: Determines the popularity of a dish over a certain time period (can also be
termed as the ‘popularity index’). It is determined by the ‘amount sold’ divided by the
‘total dishes sold’ then multiplied by 100.
Amount sold: Total amount of each dish sold for a certain time period.
Food cost %: Food cost percentage of an individual food item which is determined by
the ‘food cost’ divided by the ‘sales prices’ then multiplied by 100.
Food cost: The cost per serve of each individual food item.
Sales price: The sales price per serve of each individual food item.

Menu cost: The total cost of an individual dish over a certain time period determined by
the ‘food cost’ multiplied by the ‘amount sold’.
Menu revenue: The total sales of an individual dish over a certain time period
determined by the ‘sales price’ multiplied by the ‘amount sold’.
TOTAL food cost percentage: The total food cost percentage for the entire menu of a
certain time period. This is determined by the ‘menu cost’ divided by the ‘menu revenue’
then multiplied by 100. This will vary depending on the popularity of each menu item
and will be a key factor in determining the sales prices on your menu to ensure this figure
is below 30%.
Example: Trainer to provide students all 3 excel spreadsheet templates

A La Carte menu analysis

Menu Amount Food Food Sales Menu Menu
Menu item mix % sold cost % cost price cost revenue
Entrée's
Mains 1
Desserts 1
Total
dishes
sold
TOTAL Food cost

percentage % TOTALS





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Written Test

Unit Code: - SITHKOP004

Assessment for this Unit of Details

Duke College (DC) Assessment 1, Jan 2019

Duke College (DC) Assessment 1, Jan 2019

Assessment 1: Written Test

Duke College (DC) Assessment 1, Jan 2019

Duke College (DC) Assessment 1, Jan 2019

Duke College (DC) Assessment 1, Jan 2019

6. What are the requirements for the following dietary needs?

Dietary needs Requirements

Duke College (DC) Assessment 1, Jan 2019

Duke College (DC) Assessment 1, Jan 2019

Bread, cereal, rice, pasta, noodles

Capsicum, broccoli, cauliflower, cabbage, and tomatoes –

Green vegetables, dried peas, beans and lentils –

Duke College (DC) Assessment 1, Jan 2019

12. What are food additives?

Duke College (DC) Assessment 1, Jan 2019

Customer Group Needs

Pregnancy and during lactation

Defence Force Personnel

People with Disabilities

Duke College (DC) Assessment 1, Jan 2019

People affected by disaster or

Cabbage Soup Diet

Duke College (DC) Assessment 1, Jan 2019

Stone Age Diet

Duke College (DC) Assessment 1, Jan 2019

Assessment for this Unit of Details

Assessment conducted in this instance: Assessment 1 2 X 3

Duke College (DC) Assessment 2, Jan 2019

Duke College (DC) Assessment 2, Jan 2019

Reference for recipes

Cookery for the Hospitality Industry

Duke College (DC) Assessment 2, Jan 2019

A La Carte menu (Breakfast, Lunch and Dinner)

Duke College (DC) Assessment 2, Jan 2019

Retirement village cycle menu (Breakfast, Lunch and Dinner)

Duke College (DC) Assessment 2, Jan 2019

Example: Trainer to provide students all 3 excel spreadsheet templates

Duke College (DC) Assessment 2, Jan 2019

A La Carte menu analysis

TOTAL Food cost

Duke College (DC) Assessment 2, Jan 2019

Duke College (DC) Assessment 2, Jan 2019

Duke College (DC) Assessment 2, Jan 2019

Duke College (DC) Assessment 2, Jan 2019

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