SITHKOP010 LAP F v1.0

Table of Contents
Assessment Delivery 5
Candidate Information 6
Steps for Candidates 8
Reasonable Adjustment 9
Resources Required for Assessment 10
Accessing Intranet Pages 11
Assessment Agreement 12
Assessment Tasks 15
Contextualisation of Assessments by RTOs 16
Knowledge Assessment Learner Assessment Pack 17
Practical Assessment 30
SITHKOP010 - Plan and cost recipes
Workplace Assessment 31
Assessment Overview.............................................................................................................31
Task 1: Plan Dishes Based on Customer Preferences...............................................................33
Task 2: Develop Menu.............................................................................................................36
Task 3: Adjust Dish Recipes......................................................................................................38
Assessment Workbook Checklist 40
Assessment Workbook Checklist 41
Recording 42
Record of Assessment 43
Learner Assessment Pack
Assessment Delivery
SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

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Candidate Information
This Learner Assessment Pack is designed for you to complete the assessment for SITHKOP010 -
Plan and cost recipes (Release 1). It may refer to your own workplace/organisation, or to a
simulated business provided by your assessor.
The assessment tasks include Knowledge Assessment where you need to demonstrate your
knowledge and understanding of the unit, and the Practical Assessment, where you need to
demonstrate your skills required in the unit. It is recommended that you complete the Practical
Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you
can complete the assessment in a simulated environment where resources and conditions similar to
a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with
the assessment.
Each Learner Assessment Pack is made up of four parts:

Assessment Delivery
Candidate Information
Steps for Candidate
Assessment Agreement
Assessment Tasks
Assessment Tasks, including:
▪ Knowledge Assessment
▪ Practical Assessment
Assessment Workbook Checklist

Recording
Record of Assessment

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Before you commence your assessment, ensure that you have a good knowledge of the subject,
have thoroughly read your Learner Resource, and clearly understand the assessment requirements
and the expectations of the industry to which the assessment is related.
Assessments are designed to be completed using your industry/organisation, but your Registered
Training Organisation (RTO) may assist you by contextualising the unit to be completed in a
simulated workplace environment.
You will be required to demonstrate knowledge and skills which must be observed directly by your
assessor. Where the observation task may be difficult for the assessor to directly observed, a video
recording of the practical observation task must be submitted as supplementary evidence.
Verification from at least one third-party signatory, and preferably two or more witnesses is required
to confirm your demonstration of these practical knowledge and skills. These witnesses would
usually be your current or recent supervisors, or your assessor.
The practical assessment tasks may be completed using your own workplace, a simulated
environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to
your industry/organisation, you may be asked by your assessor to provide additional information
based on your industry/organisation.
Instructions are given for each task. If you have questions, or unclear how to proceed, consult with
your assessor.
Records of all aspects of the assessment must be kept in your Learner Assessment Pack
The record of assessment is a legal document and must be signed, dated, and a copy stored as
required by your Registered Training Organisation (RTO).

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Steps for Candidates
Your Learner Assessment Pack:
1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations
and requirements of this assessment. You may also need to supply contact details of one or
two work referees who can confirm your skills in the industry.
Discuss with your assessor if you intend to undertake the practical assessment tasks based
on your employing organisation, in a simulated business, or in a mix of both.
2. Your Learner Assessment Pack is where you will get the task information. Complete each
task as instructed using either your own workplace, or using a simulated business, as
discussed with your assessor.
3. After you complete your assessment, gather and submit your evidence documents as
detailed in the task(s) in the timeframe agreed with your assessor.
Your assessor will advise you if there are any further steps for you to take to satisfactorily
complete this assessment.

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Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for candidates with a
disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can
be as simple as changing classrooms to be closer to amenities or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with a disability have:
▪ The same learning opportunities as candidates without a disability, and
▪ The same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can
include:
▪ Customising resources and assessment activities within the training package or accredited
course
▪ Modifying the presentation medium
▪ Candidate support
▪ Use of assistive/adaptive technologies
▪ Making information accessible both before enrolment and during the course
▪ Monitoring the adjustments to ensure candidates needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to
assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It
includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting candidate assessment evidence must not impact on
the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For
example, if the assessment were gathering evidence of the candidate’s competency in writing,

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allowing the candidate to complete the assessment verbally would not be a valid assessment
method. The method of assessment used by any reasonable adjustment must still meet the
competency requirements.

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Resources Required for Assessment
To complete the Practical Assessment tasks, you will require access to:
▪ Computer with internet and email access, and a working web browser
▪ Installed software: Word, Adobe Acrobat Reader
▪ An industry workplace; or an industry-realistic simulated environment that will allow you

access to:
o Organisational documents containing information on the following:
● Service style
● Cuisine
● Budgetary constraints
● Dish pricing
o Organisational policies and procedures for the following
● Planning recipe
● Developing menu
o Organisational template for standard recipe in spreadsheet format
o Commodity price list
o Customer Profile documents
o Workplace templates, including or similar to the following:
● Menu Dish Plan for Workplace Assessment Task 1
● Dish Profile for Workplace Assessment Task 2
● Dish Recipe Adjustment for Workplace Assessment Task 3
o People, including:
● At least two customers to be consulted in Workplace Assessment Task 1

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● At least two stakeholders to be consulted in Workplace Assessment Task 3
o Opportunity to:
● Consult at least two customers to seek feedback on food preferences
● Consult at least two stakeholders to collect feedback and recommendation

on dish profitability

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Accessing Intranet Pages
Some assessment tasks may require you to access specific pages from the simulated business, The
Continent Hotel. Links to these pages are formatted in Blue Text.
To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users,
directly click the link.
The simulated business, The Continent Hotel, can be accessed by going to
https://thecontinenthotel.precisiongroup.com.au/.
Login to The Continent Hotel using the username and password provided by your Registered
Training Organisation (RTO).
Login to The Continent Hotel using these details:
Username: trump college learner
Password: trumpcollege@123

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Assessment Agreement
Instructions:
Complete this section in the Learner Assessment Pack for each candidate.
1. Discuss each section of the Assessment Agreement with the candidate to identify the
Delivery Method and Assessment Pathway to be undertaken, and to ensure that the
Assessment Conditions and Resources Required are present in the assessment
environment.
2. Tick each section as applicable to the candidate’s situation.
3. Have the candidate and you sign the confirmation at the end of this agreement.
Please tick at least one of the following for each section: ✔
Delivery Method
Classroom ☐
Small Group ☐
One-on-One ☐
Online ☐
Other (please describe) ☐
Assessment Pathway (for Practical Assessment)
Candidate’s Organisation (Pre-assessment meeting conducted) ☐
Simulated Workplace Environment (Contextualised by RTO) ☐

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Assessment Conditions
Skills must be demonstrated in a hospitality business operation where recipes are planned and
costed. This can be:
An industry workplace; or ☐
An industry-realistic simulated environment ☐
Assessment must ensure access to:
Commodity price list ☐
Template for standard recipe card in spreadsheet format ☐
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for
assessors and:
Have achieved the Certificate III or Certificate IV in Commercial Cookery, or

Certificate III or IV in Catering Operations, or Certificate III or IV in Patisserie, ☐
or their successors; or
Hold a trade certificate as a cook or chef or equivalent; ☐
And
Have worked in industry for at least three years where they have applied the
☐
skills and knowledge of this unit of competency.

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I confirm that the activities and assessment completed for this unit are my own work, and comply
with all relevant copyright and plagiarism rules.
I understand that if there are any issues found in the authenticity of any piece of my assessment, I
may be orally re-assessed OR asked to complete further assessment tasks.
Candidate’s name
Candidate’s signature Date
Assessor’s name
Assessor’s signature Date
End of Assessment Agreement

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Assessment Tasks

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Tasks
Complete all tasks in this assessment as instructed. If you have questions, consult with your assessor.
Contextualisation of Assessments by RTOs

Contextualisation is the process of modifying assessment tools to make learning more meaningful
for candidates and their employers.
Precision RTO Resources recommends that your RTO contextualise the assessment tools to suit
particular industry requirements and specific organisational requirements before using them.
Contextualisation must retain the integrity of the assessment and the outcome of the unit of
competency.

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Knowledge Assessment
Question 1
In 30 words or more, briefly explain how each method for calculating portion yield listed below is
calculated.
Methods for How Portion Yield is Calculated Using Each Method

Calculating Portion
Yields
i. Food cost Food cost percentage is used in foodservice to calculate menu

percentage productivity. It compares a dish's menu price to its ingredient cost.
Food cost percentage= (Ingredient cost/Menu Price) x 100
ii. Budgeted sales A budgeted sales price is an organization's expected sales price
price over a certain time period. It is usually based on manufacturing costs,
competition values, market demand, and other external variables that
may impact the assessment process.
iii. Standard yield In the food sector, yield is often measured using industry-standard
tests yield tests. These procedures include weighing both the raw materials
and the finished product to calculate the rate yield.

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Question 2
Complete the table below regarding menu types:

a. Describe how food is served for each menu type listed below.
b. Identify the portion size of each menu type listed below.
Menu Types How Food is Served Portion Size
i. Á la carte Each item on an A menu's portion size

individually made menu is depends on the café and dish. A
delivered on its own plate and buffet or fixed-price menu will
presented attractively. have larger portions.
ii. Buffet In a buffet, consumers Buffet menus include

serve themselves from a large smaller portions than à la carte
table. Buffets offer food on trays menus since consumers are
or platters with utensils for encouraged to taste a variety of
customers to use. foods.
iii. Cyclical A cyclical menu, often The serving size of a given

called a repeated menu or a menu might vary with both its
rotating menu, is a menu that base and its rotational pattern.
stays the same for a certain Whatever the case may be,
amount of time and then throughout the menu cycle, the
changes. same menu items are normally
provided daily, but with minor
adjustments to keep things fresh.
iv. Degustation The usual degustation Portions on a degustation

menu has a variety of tiny plates, menu are often limited since the
each with its own distinct taste focus is on presenting guests with
profile and plating style. The a multicourse sampling experience
serving size was chosen so that rather than a complete meal. The
diners may sample many courses size of each dish might vary
without feeling overstuffed. The depending on the number of
chef usually chooses the menu, courses served.
which may be accompanied by
wine or other drinks.
v. Set or table A multi-course meal from a To achieve this, the portions

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d’hôte Set or table d'hôte menu is priced on a Set or table d'hôte menu are
at a flat rate. Appetiser, main often greater than those seen on a
course, and dessert options are degustation menu.
often bundled into one menu,
and serving sizes are generally
larger than those seen on a
degustation menu.
Question 3
Read the scenarios about food preferences relating to classical and contemporary dining trends.
Answer the questions that follow.
Scenario 1
Katherine owns an Italian restaurant popular for its classical spaghetti dish.
Guests from various places visit Katherine’s restaurant just to try its signature spaghetti dish that
had retained its traditional taste for more than five decades. Customers express their satisfaction
by posting on social media their feedbacks on the authenticity and flavour of Katherine’s recipe,
which in turn attracts more guests to try out the dish.
a. Identify the classical dish offered by Katherine’s Italian restaurant.
Katherine's Italian restaurant serves a traditional Italian staple: spaghetti.
b. Identify the length of period in which the dish had retained its traditional taste.
More than fifty years, during which time the dish has faithfully preserved its classic
flavour.
c. In your own words, briefly explain how the dish attracts more guests.
Your response must be in 20 words or more.
In contrast, Katherine's eatery benefits from word-of-mouth advertising as a result

of social media posts from satisfied customers praising the originality and deliciousness of

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Katherine's cuisine. An outstanding meal may draw more customers since it is likely to be
well-known and recognised, and hence seen as a safe and natural option. In addition,
restaurants that focus on serving authentic food generally use time-honored techniques
and premium ingredients to create their recipes. By catering to its patrons' nostalgia and
aspirations, a café may increase its likelihood of receiving positive feedback and
recommendations via casual conversations and repeat business.

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Scenario 2
Willy manages a restaurant serves food specific for people following the trend on keto diet.
The restaurant serves common dishes such as stews, soup and pasta but exchanging pork and
beef with fish, seafood and poultry. This allows dishes to concentrate on high fat content,
promoting conversion of fat to ketones for body fuel. People who are into losing weight frequent
Willy’s restaurant as it supports their dietary goals.
a. Identify at least two dishes served by Willy’s restaurant
i. soup
ii. Pastas
b. Identify at least two ingredients Willy’s restaurant swap pork and beef with.
i. poultry
ii. fish
c. In your own words, briefly explain why people who are into losing weight prefer Willy’s
restaurant.
Willy's restaurant is popular among those trying to lose weight since it provides
healthy options that don't compromise on taste. People on a diet or trying to lose weight
may appreciate a restaurant that provides lighter, lower-calorie meals. They may choose a
place that caters to their preferences by providing smaller portions of mixed greens,
grilled meats, and veggies, as well as other alternatives for personalization. Customers on
a calorie-restricted diet may also find a restaurant with an easily-understood menu and
tally more appealing. Catering to the wants and preferences of health-conscious
customers is a great way for a café to set itself apart from the competition and gain loyal
customers.

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Question 4
Read the scenarios about food preferences relating to cultural and ethnic influences.
Scenario 1
Sammy is the head chef in a local diner.
Local town folks prefer veal meat than beef. Knowing this, Sammy developed recipes that focus
on veal meat as its primary ingredient. The diner provides the following veal dishes on their menu:
Appetisers:
▪ Sicilian Veal Involtini
▪ Breaded Veal Cutlets
▪ Veal Newport
Main dish:
▪ Veal Piccata
▪ Veal Milanese
▪ Veal Scaloppini with Wine and Parsley
a. Identify the local culture that Sammy’s restaurant focused on when developing their
recipes.
Sammy's restaurant focuses more on veal than beef since it is more common in the local
culture.

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b. Identify at least two veal dishes that the diner serves as appetiser.
i. Bread veal Cutlets
ii. Veal Newport
c. Identify at least two veal dishes that the diner serves as main dish.
i. Veal Scaloppini with Wine and Parsley
ii. Veal Piccata
Scenario 2
Sofia owns a local diner that is in an area where a lot of people with English ethnicity.
Since majority of the diner’s customers are English people, Sofia’s diner adopted English recipes in
their menu. The diner provides the following English dishes on their menu:
Appetisers:
▪ Yorkshire Pudding
▪ British Fish and Chips
▪ Bangers and Mash
Main dish:
▪ English Pickled Onions
▪ Beef Wellington
▪ Lancashire Hotpot
a. Identify the ethnicity that Sofia’s diner based their recipes on.

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Sofia's dinner drew inspiration for its dishes from traditional English cuisine.

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b. Identify at least two dishes that the diner serves as appetiser.
i. British Fish and Chips
ii. Bangers and Mash
c. Identify at least two dishes that the diner serves as main dish.
i. Beef Wellington
ii. English Pickled Onions

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Question 5
Read the scenario about food preferences relating to seasonal dishes.

Matilda is the head chef of a restaurant that provide different dishes based on the current
season.
During the summertime, the restaurant serves milkshakes since the customers look for
beverages that help them cope with the heat. Additionally, the restaurant offers tropical
salad that use fruits prevalently available during summer.
Matilda then removes the summer dishes on the menu during winter and adds a different
set of recipes instead. Customers go to the restaurant for dishes that use horse meat, which
provides a warming effect to the body when ingested.
a. Identify the two dishes offered by Matilda’s restaurant.
i. Tropical salads
ii. milkshakes
b. In your own words, briefly explain why the restaurant chose to offer the summer dishes
only during summer.
Restaurants often choose to provide limited-time meals to cater to customers'

cyclical tastes and take use of seasonal produce. By providing summertime fare in the late
spring, the restaurant may highlight the season's greatest vegetables and generate buzz
among diners. Also, rotating menus are a great way to attract new customers and keep
the restaurant's regulars interested. Lastly, the restaurant may save money and simplify
its inventory system by only serving certain meals on special occasions, when such
products are readily available and at their peak freshness.
c. In your own words, briefly explain how the menu changes when the season changes from
summer to winter.
When the weather shifts from warm to cold, certain eateries may update their

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menus to add heartier, warmer foods. Stews, soups, dinners, and goulash are all examples
of winter comfort food, since they make use of the meats, grains, and root vegetables
that are in peak supply during the colder months. Gingerbread cookies and other holiday-
appropriate desserts like contemplated wine may also make an appearance on winter
menus. It's possible that, as winter approaches, recipes that feature the young, fresh fruit
that is so popular in late spring may give way to heartier offerings that are both
comforting and satisfying.

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Question 6
Read the scenario about food preferences relating to variety of food products.
Betty manages a diner in the centre of Sydney.
As the diner is located in the capital, guests with different preferences frequent Betty’s diner.
This leads to Betty offering dishes from various cuisines to adjust to each customer’s
preference.
The diner provides the following dishes on their menu:
Japanese cuisine:
▪ Sashimi
▪ Pork Tonkatsu
▪ Miso Ramen
Indian cuisine:
▪ Curry
▪ Biryani
▪ Roti
English cuisine:
▪ Sunday Roast
▪ Toad in the Hole
▪ Shepherd’s Pie

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a. Identify the three cuisines offered by Betty’s diner on their menu.
i. Indian cuisine
ii. Japanese cuisine
iii. English cuisine
b. In your own words, briefly explain why the diner offer dishes from various cuisines.
i. Japanese cuisine
Traditional Japanese cuisine is the result of centuries of culinary development in Japan. Its
hallmarks include the use of fresh, seasonal ingredients, subtle flavour, and artistic
plating. Popular foods include sushi, teriyaki, ramen, and tempura.
ii. Indian Cuisine
Indian food is cooked in a variety of interesting and tasty ways, and the cuisine itself is as
varied as the country itself. Both vegetarian and meat-based meals feature prominently,
and the cuisine is renowned for its liberal use of flavourings, spices, and aromatics.
Popular Indian foods include curry, biryani, naan bread, samosas, and masala chai.
iii. English Cuisine
English Cuisine refers to the culinary style and food culture that developed in Britain and
was shaped by the island nation's geography, history, and international relations.
Common English fare includes fish and chips, shepherd's pie, bangers and mash, a full

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English breakfast and roast beef and Yorkshire pudding. Local foods including meat,
potatoes, veggies, and dairy products are used to create the recipes, which have a
reputation for being hearty and comforting.

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Question 7
Complete the table below regarding seasonal food items:

a. Identify at least two examples of each seasonal food items listed below.
b. In 30 words or more, briefly explain how each seasonal food item can affect recipe
content of organisations.
Seasonal Food Items Examples of Seasonal Food Item How Each Seasonal Food Item
Affect Recipe Content
1. Seasonal i. Horse meat Recipes benefit from the

products addition of wintertime ingredients,
which not only reflect local cuisine
culture but also add to the dish's
taste, comfort, and warmth.
ii. Milkshakes and Using summer produce in

tropical salads cooking not only highlights the
bounty of the season and local
cuisine, but also increases the
taste, freshness, and pleasure of
the meal.
2. Seasonal i. Corn Fresh sweet corn is

commodities abundant throughout the summer,
and its sweet and juicy taste may
be highlighted in a variety of
meals. When fresh corn isn't easily
accessible, try using canned or
frozen corn instead in dishes like
soups, stews, and casseroles.
Fresh corn is great in a summer
salad or salsa with tomatoes, bell
peppers, and herbs; dried corn is
great in a winter soup or stew with
root vegetables like carrots and
parsnips.
ii. soya beans Fresh edamame, or

soybeans, are a summertime

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staple that works well in a variety
of salads, stir-fries, and dips. Dried
soybeans are widely accessible all
year and make a great addition to
slow-cooked meals like soups and
stews.
Fresh soybeans are delicious in a
summertime stir-fry or salad with
summer squash, bell peppers, and
tomatoes. During the colder
months, you may make a
substantial soup or stew by
combining dried soybeans with
root vegetables like carrots and
turnips.

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Question 7
Complete the table below regarding culinary terms for different types of cuisine:
a. Identify at least two examples of culinary terms used in each type of cuisine listed below.
b. Define each culinary term identified.
Types of Cuisines Examples of Culinary Terms Definition
1. Japanese i. Ramen Wheat noodles, broth, meat or

cuisine seafood, and veggies make up the
staple ingredients of this famous
noodle soup.
ii. Sushi The rice in this meal is often

cooked in vinegar and then topped
with raw or cooked fish, veggies,
and an egg.
2. Chinese cuisine i. Stir-fry Frying meat, fish, and

vegetables in tiny batches over
high heat in a wok or frying pan.
ii. Dumplings They are little dough balls

that are stuffed with a variety of
ingredients before being boiled,
steamed, or pan-fried.

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Types of Cuisines Examples of Culinary Terms Definition
3. Italian cuisine i. Bruschetta Toasted bread is covered

with a sauce prepared from diced
tomatoes, minced garlic, and a
generous amount of olive oil.
ii. Margherita Pizza Tomato-sauced, mozzarella-

cheese-and-fresh-basil-leaf pizza is
a classic.
4. Indian cuisine i. Biryani An aromatic rice meal that

includes meat, veggies, and spices.
ii. Lassi A refreshing beverage

popular in India that is produced
by mixing yoghurt, water, and
spices.
5. Caribbean i. goat curry Goat meat with a hot curry

cuisine sauce is a staple in many
Caribbean cuisines.
ii. Roti Caibbean flatbread often

paired with curried meat or
veggies.

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Practical Assessment
The Practical Assessment is a set of tasks that must be completed in an operational business
environment. This can be an industry workplace; or an industry-realistic simulated environment.
To be assessed for this unit of competency, you must demonstrate your skills and knowledge to
plan and cost recipes for dishes or food product ranges for any type of cuisine or food service
style.
The Practical Assessments in this workbook include:
1. Workplace Assessment
A series of tasks assessing the candidate’s practical knowledge and skills relevant to the
unit of competency. This includes the candidate completing workplace documents or
similar as evidence of competent performance.
2. Workplace Practical Observation
A set of assessment tasks where the candidate must demonstrate practical skills
relevant to the unit of competency. These skills are to be demonstrated while being
observed by the assessor.
IMPORTANT!
▪ All signatures/initials in your submissions, including yours, must be handwritten and

dated. Submissions with signatures/initials must be scanned.
▪ The supervisor/observer who completes and signs your evidence submissions must
provide their real name, contact number, and email address for your assessor’s
reference.
▪ Should you encounter issue or concerns regarding your assessment, contact your
assessor.

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Workplace Assessment
Assessment Overview
This workplace assessment requires you to plan and cost recipes for different menu types.
This assessment is divided into three tasks:
▪ Task 1: Plan Dishes Based on Customer Preferences
▪ Task 2: Develop Menu
▪ Task 3: Adjust Dish Recipes
You are required to complete the assessment tasks in an operational business environment. This
can be an industry workplace; or an industry-realistic simulated environment.
Each task comes with a set of instructions. You are to follow these instructions to complete the
assessment. Each task will require you to either:
▪ Submit completed workplace templates and/or any required documentation; or
▪ Demonstrate task requirements while being observed by the assessor.
Some tasks may include both requirements. These will serve as evidence of your task
completion.
Before starting this assessment, your assessor will discuss with you these instructions,
resources, and guidance for satisfactorily completing the tasks.

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You are required to:
▪ Complete the tasks within the time allowed, as scheduled in-class roll.
▪ Select dishes for menu types based on organisation’s customer profile documents and
customer feedback
▪ Calculate food cost percentages
▪ Write descriptions for each dish
▪ Adjust dishes to improve yield
Resources Required for Assessment

Resources you need to access to complete the workplace assessment are outlined in the
Resources Required for Assessment section of this workbook, and in the corresponding
Assessor’s Checklist and/or Observation Form of each task.
Discuss each requirement with your assessor before commencing with each task. They will
organise the resources required for this assessment.
IMPORTANT: Additional workplace resources may be required upon the contextualisation of
this assessment.
Forms and Templates

Generic forms and templates to be used for the assessments are specified for each task, unless
otherwise stated. These can be accessed from the following link:
SITHKOP010 Forms and Templates
If you are currently in a workplace, use similar workplace templates and forms used by your
organisation to complete each assessment task.
Discuss with your supervisor and your assessor first to ensure that the forms/templates you will
use cover all criteria required by each assessment task.
Review these forms and templates with your assessor before starting the task.

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Task 1: Plan Dishes Based on Customer Preferences
ASSESSMENT INSTRUCTIONS
This task requires you to select at least three dishes for at least four menu types based on your
organisation’s customer profile documents and customer feedback.
STEPS TO TAKE
1. Access and review the following:
▪ Organisational documents containing information on the following:
o Service style
o Cuisine
▪ Organisational policies and procedures for the following:
o Planning recipe
o Developing menu
▪ Organisational template of standard recipe in spreadsheet format
▪ Customer profile documents, containing the following:
o Age
o Buying power
o Gender
o Income level
o Social background
2. Identify the following organisational information:
▪ Service style offered
▪ Cuisine offered
3. Identify at least two customer profiles, including:
▪ Personal information
▪ At least two food preferences – one for each customer profile

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Use your organisation’s template for identifying customer food preferences. You may also
use the Customer Profile template provided at the Continent Hotel site.
Information of the Organisation:

Style of service provided: The hotel provides various dining options including a la carte, buffet,
cyclical, degustation, and set or table d'hote.
The cuisine offered:
The food selection at The Continent Hotel appears to be a blend of various culinary styles including
Indian, Italian, Asian (specifically Chinese and Japanese), and Western cuisine.
Customer Profiles:
Client Profile 1:
Name: Sara Jones
Age: 32
Buying power: Average
Gender: Female
Income level: Intermediate socioeconomic status
Societal context: Urban
Personal info:
Sara is a 32-year-old city dweller with a fair purchasing ability. They derive pleasure from discovering
diverse culinary experiences and are constantly seeking distinctive and savoury meals.
Food preferences:
Spaghetti Bolognese: Sara relishes in the flavours of Italian gastronomy and takes pleasure in
savouring traditional pasta recipes.
Gourmet Chicken Sandwich: She enjoys sandwiches made with high-quality ingredients and expertly
prepared.
Client Profile 2:
Name: Rajesh Patel
Age: 45
Gender: Male

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Buying power: High
Income level: Upper-class
Societal context: Business executive
Personal Info:
Rajesh Patel, aged 45, is a thriving business executive with significant purchasing influence. The
individual frequently eats at restaurants for work-related gatherings and relishes high-quality
culinary affairs.
Preferences of food:
Slow-Cooked Lamb Shanks: Rajesh has a fondness for delectable and savoury meat meals,
particularly lamb shanks that are cooked slowly and tender.
Creme Brulee: Being a lover of sweet treats, Rajesh has a liking for sophisticated and timeless
desserts, and creme brulee happens to be among his top picks.

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4. Select at least three dishes for each of the following menu types:
▪ Á la carte
▪ Buffet
▪ Cyclical
▪ Degustation
▪ Set or Table d’hôte
5. Develop a recipe for each dish identified using standard recipe cards in spreadsheet
format, including:
▪ Method of preparation
▪ Portion sizes
▪ Ingredients required
▪ Units of measurement
▪ Equipment required
6. Consult at least two customers to seek feedback on the food dishes identified
7. Adjust dish recipes based on customer feedback collected
8. Record information collected in a menu dish plan document.
Use your organisation’s template for selecting dishes for different menu types. You may
also use the Menu Dish Plan template provided at the Continent Hotel site.
YOU WILL BE ASSESSED ON YOUR
▪ Practical knowledge of organisational customer target market food preferences
▪ Practical skills relevant to:
o Selecting dishes appropriate to customer preferences
o Planning dishes appropriate to customer preferences
OBSERVATION FORM AND ASSESSOR’S CHECKLIST

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Before starting this task, review the following checklists provided along with this workbook.
▪ Workplace Assessment Task 1 – Observation Form
This form lists all the practical skills you need to demonstrate while completing this task.
▪ Workplace Assessment Task 1 – Assessor’s Checklist
This form lists the criteria your submission must address to complete this task
satisfactorily.

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YOUR ASSESSOR WILL
▪ Organise workplace resources required for you to complete this assessment.
▪ Advise you on the time and location of the assessment.
▪ Discuss with you the practical skills listed in the Observation Form prior to the assessment.
▪ Discuss with you the requirements listed in the Assessor’s Checklist prior to the
assessment.
▪ Address your queries and concerns regarding this task.
EVIDENCE TO BE SUBMITTED
After completing this task, submit the following to your assessor:
▪ Customer profile document
▪ Menu dish plan document
ala carte:
Indian chicken rice:
Ingredients:
500g cubed chicken breast

1 cup basmati
chopped onion
2 minced garlic
grated ginger 2 diced tomatoes
2-tablespoon vegetable oil
1-tablespoon curry powder
1-teaspoon cumin powder
1-teaspoon coriander powder

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turmeric powder
1/4 teaspoon chilli powder (taste).
Taste salt.
Garnish with fresh coriander.
Getting Ready:
Cook basmati rice according to package instructions and set aside.

Medium-heat vegetable oil in a big pan. Cook chopped onion until transparent.
Cook another minute with chopped garlic and grated ginger.
Diced tomatoes, curry, cumin, coriander, turmeric, and chilli powder. Mix spices and other
components thoroughly.
Brown the chicken pieces on both sides in the pan.
Cover the pan, lower the heat, and simmer for 15-20 minutes until the chicken is tender.
Taste salt.
Serve Indian chicken with basmati rice and fresh coriander.
1 serving
Large pan, knife, chopping board, spatula, measuring spoons.
Lamb Shanks:
Ingredients:
2-lamb shanks
2-tablespoon vegetable oil
1 chopped onion 2 peeled and sliced carrots 2 celery stalks 4 minced garlic
2-cup beef broth
Red wine (optional)
rosemary sprigs
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2 fresh thyme
salt and pepper
Getting Ready:
Pre-heat to 325°F (160°C).

Heat vegetable oil in an oven-safe saucepan or Dutch oven on medium-high.
Season and sear the lamb shanks in the saucepan. Put away.
Add chopped onion, carrots, celery, and minced garlic to the saucepan. Soften veggies.
Return the lamb shanks to the saucepan with beef stock, red wine (if using), rosemary, and thyme.
After simmering, cover the pot and put it in the preheated oven.
Cook lamb shanks for 2–2.5 hours until tender and falling off the bone.
Rest the lamb shanks before serving.
Serve lamb shanks with sautéed veggies and some of the cooking liquid as a sauce.
Servings: 1 lamb shank.
Knife, chopping board, measuring cups, oven-safe Dutch oven.
Spaghetti Bolognese
Ingredients:
250g spaghetti
chopped onion
2 minced garlic
2 peeled, grated carrots
chopped celery
500g beef
2-cup tomato passata

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Red wine (optional)
tomato paste
dried oregano
dried basil
salt and pepper
Grated Parmesan for serving
Getting Ready:
Cook pasta al dente according package directions. Drain and store.

Ground beef in a large pan over medium heat. With a spatula, cook until browned.
Add chopped onion, minced garlic, grated carrots, and celery to the pan. Soften veggies.
Add red wine (if used) and boil for a minute to cook out the alcohol.
Add tomato passata, paste, dried oregano, and basil to the pan. Mix ingredients thoroughly.
Cover the pan and boil the sauce for 20–30 minutes on low heat, stirring periodically.
Salt & pepper to taste.
Bolognese sauce with grated Parmesan cheese on pasta.
1 serving
Large pan, spaghetti pot, knife, cutting board, spatula, measuring spoons.
Buffet:
Napoletana Sauce:
2-tablespoon olive oil

chopped onion
2 minced garlic
2 400g cans smashed tomato
tomato paste

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dried oregano
dried basil
1/2 tsp sugar
salt and pepper
Basil garnishes
Getting Ready:
Medium-heat olive oil in a saucepan.

Add chopped onion and minced garlic to the pan. till transparent.
Add smashed tomatoes, tomato paste, dried oregano, basil, sugar, salt, and pepper to the pot. Mix
ingredients thoroughly.
Simmer the sauce, then lower the heat. Cover the pot and boil the Napoletana sauce for 30 minutes,
stirring periodically.
Use Napoletana sauce on pasta, pizza, or other dishes. Add fresh basil.
Portion sizes: Depends on buffet attendance.
Saucepan, knife, chopping board, stirring spoon, measuring spoons.
White Beans with Brussels Sprouts:
2 cups cooked white beans like cannellini

2 cups trimmed, halved Brussels sprouts
2-tablespoon olive oil
2 minced garlic
dried thyme
salt and pepper
Getting Ready:
Medium-heat olive oil in a big skillet.

Add minced garlic and dried thyme to the skillet. Cook until fragrant.

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Then, sauté the Brussels sprouts for 5-7 minutes.
Stir Brussels sprouts and cooked white beans in the skillet.
Stir periodically for another 3-4 minutes to heat the beans and Brussels sprouts.
Buffet side dishes include sautéed white beans and Brussels sprouts.
Skillet, knife, cutting board, spatula, measuring spoons.
Sushi: Ingredients:
Sushi rice (amount according to packaging)

Nori sheets
Cucumber, avocado, grilled prawns, smoked salmon, crab meat, etc.
Dipping soy sauce
Serving pickled ginger
Serving wasabi
Getting Ready:
Cook sushi rice according to package directions and cool to room temperature.
Put nori seaweed on a bamboo sushi mat or clean kitchen towel.
To avoid sticking, wet your hands and evenly lay a handful of sushi rice over the nori, leaving a little
boundary at one end.
Add your fillings in a line across the rice approximately one-third up from the bottom.
Using the sushi mat or kitchen towel, roll the sushi firmly. Maintain the roll with slight pressure.
After rolling, cut it into bite-sized pieces using a sharp knife.
Make more sushi rolls using the remaining ingredients.
Soy sauce, pickled ginger, and wasabi accompany sushi rolls.
Sushi mat or kitchen towel, knife, cutting board, dipping sauce dish.
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Cyclical:
Chao Tze (Traditional Chinese Dumplings):

Ingredients:
For dough:
2-cup all-purpose flour

1-cup warm water
To fill:
250g pork
1 cup finely sliced Napa cabbage
2-finely chopped green onions
2 minced garlic
Soy sauce
1-tablespoon sesame oil
ginger powder
salt and pepper
Getting Ready:
Mix all-purpose flour and warm water in a large bowl. Make a smooth dough. Cover the bowl for 30
minutes.
Mix ground pork, chopped Napa cabbage, green onions, minced garlic, soy sauce, sesame oil, ground
ginger, salt, and pepper in another bowl. Mix ingredients thoroughly.
Roll a little dough into a thin circle on a floured surface.
Fill the dough circle with filling.
Fold and seal the dough.
Repeat with remaining dough and filling.
Line a hot steamer with parchment paper or cabbage leaves to avoid sticking.
Steam the dumplings for 15-20 minutes until the filling is cooked and the dough is transparent.

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Hot Chao Tze with soy sauce or your preferred dipping sauce.
Portion sizes: Depends on visitors for the cyclical menu.
Mixing bowl, rolling pin, steamer, knife, cutting board, spoon, measuring spoons.
Creamy Chicken with Mushrooms: Ingredients:
4-boneless, skinless chicken breasts

salt and pepper
2-tablespoon butter
2-cup sliced mushrooms
2 minced garlic
1-cup heavy cream
chicken broth
1 tablespoon Dijon
Fresh parsley garnish
Getting Ready:
Salt and pepper chicken breasts.

Melt butter in a large skillet. Brown chicken breasts on both sides. Set aside.
Slice mushrooms and chop garlic in the same skillet. Cook until mushrooms soften and release
moisture.
Add heavy cream, chicken broth, and Dijon mustard. Mix thoroughly.
Pour the cream sauce over the chicken breasts in the pan.
Cover the skillet, lower the heat, and stew the chicken in the sauce for 10-15 minutes until cooked
through.
Serve with parsley.
Servings: 1 chicken breast.
Skillet, knife, cutting board, spatula, measuring spoons.

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Gourmet Chicken Sandwich:
4-boneless, skinless chicken breasts

salt and pepper
4 buns
4-slice Swiss cheese
Cooked bacon
lettuce leaves
Tomato slices
Red onion
Mayonnaise
Mustard
Getting Ready:
Salt and pepper chicken breasts.

Grill or pan over medium-high heat. Cook chicken breasts 6-8 minutes per side until done.
Grill or toast hamburger buns.
Place a cooked chicken breast on the bun bottom.
Swiss cheese and fried bacon on each chicken breast.
Sliced tomatoes, lettuce, and red onion.
Mayonnaise and mustard on the bun tops.
Finish the sandwich using the top bread.
Serve exquisite chicken sandwiches with your preferred sides.
Servings: 1 sandwich.
Grill, knife, cutting board, spatula.
Degustation:
Biscuit-Tiramisu Trifles: Ingredients:

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2-cup heavy cream
1/2-cup powdered sugar
1 tsp vanilla
1 cup cold strong coffee
Coffee liqueur (optional)
12 ladyfingers
Dusting cocoa
Garnishing chocolate shavings
Getting Ready:
Whip heavy cream to soft peaks.

Whip the cream with powdered sugar and vanilla. Whip to stiff peaks.
Mix cooled brewed coffee and coffee liqueur in a shallow bowl.
Break ladyfinger biscuits after dipping them in coffee.
Layer soaked ladyfinger pieces and whipped cream in serving cups or bowls.
Top with cocoa powder and chocolate shavings.
To blend flavours, refrigerate tiramisu trifles for at least 2 hours.
Serve cold.
Portion sizes depend on serving glasses or bowls.
Mixing bowl, whisk, shallow dish, serving dishes, spoon.
Creme Brulee:
4-cup heavy cream

1 vanilla bean, split lengthwise, seeds scraped
8 yolks
1/2 cup granulated sugar, plus caramelising sugar
Getting Ready:

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Pre-heat to 325°F (160°C).
Heat the heavy cream, vanilla bean, and scraped seeds in a saucepan over medium heat until it
simmers. Remove from heat and steep for 15 minutes.
Mix egg yolks and sugar in a bowl.
Whisk the egg yolk mixture while slowly adding the hot cream to avoid cooking the eggs.
Remove lumps and vanilla bean residues by straining the mixture through a fine-mesh strainer.
Divide the custard mixture into oven-safe ramekins.
Fill a baking dish with boiling water halfway up the ramekins.
Carefully place the baking dish in the preheated oven and bake for 35–40 minutes, until the custard
is set around the edges but still somewhat jiggly in the centre.
Cool the ramekins to room temperature. Refrigerate for 2 hours to cold and solidify.
Sprinkle granulated sugar over each custard before serving. Caramelise sugar using a cooking flame
to make a crunchy crust.
Cool the crème brulee before serving.
Portion sizes depend on ramekins or plates.
Saucepan, whisk, mixing bowl, fine-mesh sieve, ramekins or oven-safe plates, baking dish, kitchen
torch.
Sticky Mango Rice:
2 cups glutinous rice

2-cup coconut milk
1/2 cup granulated sugar
1/2 tsp salt
2 peeled, sliced mangoes
toasted sesame seeds
Getting Ready:
Rinse sticky rice in cold water until clear. Drain well.

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Sticky rice, coconut milk, granulated sugar, and salt in a pot. Mix sugar to dissolve.
Simmer the mixture over medium heat in the saucepan.
Cover the pot on low heat. Cook the rice for 15-20 minutes until cooked and most of the coconut
liquid is absorbed.
Cover the pot and let the rice steam for 5 minutes.
Fork-fluff rice to separate grains.
Top delicious sticky rice with mango slices.
Add flavour and garnish with toasted sesame seeds.
Serving sizes vary.
Equipment: Saucepan, fork, knife, chopping board, spoon, serving dish or bowl, toaster for sesame
seeds.
Customer Feedback:
Customer 1:
Dish: Indian Chicken with Rice

Feedback:
The poultry had a pleasant taste and texture, while the grains were somewhat overdone and soft.
It'd be awesome if the grains of rice had a bit more bite to them.
Modification: Decrease the duration of the rice cooking process to maintain its fluffiness and
individuality.
Dish: Spaghetti Bolognese
Feedback: The sauce was delicious and well-seasoned. Rewritten: The condiment was delectable and
adequately flavoured. Nonetheless, the amount of spaghetti served appeared to be somewhat
inadequate. My inclination is towards a more substantial portion.
Modification: Enhance the serving size of the pasta to meet the desires of the patron.

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Plan Document Dish Menu:
Type of Menu: À la carte
Indian Chicken with Rice

Chicken with Cream Sauce and Mushrooms
Gourmet Chicken Sandwich
Menu Type: Buffet
Gradual-Cooked Sheep Legs Miniature Cabbages Japanese Cuisine Type of Menu: Recurring
Chicken with Cream Sauce and Mushrooms

Chao Tze
Type of Menu: Degustation
Biscuit Tiramisu Trifles

Creme Brulee
Sweet Sticky Mango Rice
Menu Type: Set or Table d'hôte
Not provided.

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Task 2: Develop Menu
This task will require you to calculate food cost percentages and write descriptions for each dish
identified in Workplace Assessment Task 1.
STEPS TO TAKE
1. Access and review the following:
▪ Menu dish plan document completed in Workplace Assessment Task 1.
▪ Customer profile documents
▪ Organisational documents containing information on the following:
o Budgetary constraints
o Business service style
o Dish pricing
▪ Organisational template for standard recipe in spreadsheet format
▪ Commodity price list
▪ Documents containing information on Australian Goods and Services Tax (GST)
2. Identify the components of each dish identified in Workplace Assessment Task 1 in a

spreadsheet document using the following:
▪ Computer
▪ Spreadsheet application
3. Calculate the following using the ingredients identified for each dish:
▪ Portion yields
▪ Portion cost
▪ Cost markup

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▪ Goods and Services Tax (GST)
4. Identify the following:
▪ Ingredients that produce high yields
▪ Prices for each dish
5. Evaluate cost effectiveness of each dish based on the following:
▪ Calculations completed
▪ Budgetary constraints
▪ Profitability

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6. Adjusts dish prices to maximise profit
7. Name each dish appropriately based on style of cuisine
8. Provide descriptions for each dish based on:
▪ Business service style
▪ Customer preferences
Use your organisation’s template for naming dishes and writing dish descriptions. You
may also use the Dish Profile template provided along with this workbook.
▪ Practical knowledge of dish profitability evaluation
▪ Practical skills relevant to:
o Calculating dish cost and yields
o Pricing dishes appropriately
o Providing descriptions to dishes
ASSESSOR’S CHECKLIST
Before starting this task, review the Workplace Assessment Task 2 – Assessor’s Checklist
provided along with this workbook. This form lists the criteria your submission must address to
complete this task satisfactorily.
YOUR ASSESSOR WILL
assessment.
▪ Spreadsheet document on evaluating dish profitability

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Spreadsheet document submission must include:
o Ingredient costing
o Dish costing
▪ Dish profile document
Dish: Indian Chicken with Rice
Ingredients:
Chicken (Please indicate the amount and unit of measurement)

Rice (Indicate amount and unit of measurement)
Flavourings and condiments
Additional components (when relevant)
Yields of the portion: Determine the amount of portions or servings that can be produced from the
given measure of components.
Amount Expense: Compute the expense of every amount by accumulating the separate expenditures
of the components employed.
Expense Increase: Ascertain the preferred percentage increase to compute the retail value relying on
the fraction expense.
GTS: Ascertain the relevant Goods and Services Tax rate for computing the levy sum for every
segment.
Components that generate elevated output: Recognise any elements that are capable of being
employed in various recipes or in greater amounts, leading to increased output and economical
benefits.
Cost of the Meal: Calculate the final cost of the meal by factoring in the cost per serving, percentage
of markup, and applicable taxes.

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Assess cost efficiency.
Mathematical computations finished: Verify that all mathematical computations for portion yields,
portion cost, markup, GST, and selling price have been precisely executed.
Financial limitations: Take into account the designated financial plan or cost approach and assess if
the cuisine aligns with the assigned budget.
Earnings: Evaluate the dish's earnings by contrasting the retail value with the expense, considering
the increase, goods and services tax, and financial boundaries.

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Task 3: Adjust Dish Recipes
This task requires you to consult at least two stakeholders to improve the yield of each dish and
adjust each as necessary.
STEPS TO TAKE
1. Access and review the spreadsheet document on evaluating dish profitability completed
in Workplace Assessment Task 2.
2. Consult at least at two stakeholders to identify the following:
▪ Feedback on saleability of each dish, including:
o At least two unprofitable dishes
▪ Recommendation on changes to be made to each dish to improve yield
Stakeholders refer to colleagues and supervisors in the organisation.

3. Adjust recipes based on recommendation identified
Use your organisation’s template for adjusting dish recipes. You may also use the Dish
Recipe Adjustment template provided along with this workbook.
▪ Practical knowledge of consulting stakeholders to collect feedback on dishes
▪ Practical skills relevant to adjust recipes to improve yield
ASSESSOR’S CHECKLIST
Before starting this task, review the Workplace Assessment Task 3 – Assessor’s Checklist
provided along with this workbook. This form lists the criteria your submission must address to
complete this task satisfactorily.

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YOUR ASSESSOR WILL
assessment.
▪ Dish recipe adjustment document
▪ Evidence of consultation with stakeholders
Evidence must be at least one of the following:

o Email Correspondence
o Meeting Minutes
o Video recording of consulting stakeholders
When using this as evidence, ensure to inform the relevant stakeholders of the
purpose of the recording before doing so.

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Instructions:
Your assessor will review your submissions against the checklist below. This section is to be
completed by your assessor.
✔
The candidate has completed
the Knowledge Assessment in
this workbook
Knowledge Assessment ☐
Questions
✔
The candidate has completed
the Practical Assessments in
this workbook and has
submitted all the required
evidence:
Workplace Assessment
Task 1: Plan Dishes Based on Customer Preferences
Menu Dish document ☐
Video recording of the consultation with customers ☐
Only if direct observation is not possible.
Task 2: Develop Menu
Spreadsheet document on evaluating dish profitability ☐
Dish Profile document ☐
Task 3: Adjust Dish Recipes
Dish Recipe Adjustment document ☐
Evidence of consultation with stakeholders ☐
Specify evidence submitted:

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Table of Contents

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

Each Learner Assessment Pack is made up of four parts:

Assessment Workbook Checklist

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

▪ The same learning opportunities as candidates without a disability, and

▪ Modifying the presentation medium

▪ Use of assistive/adaptive technologies

▪ Monitoring the adjustments to ensure candidates needs continue to be met

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

▪ Installed software: Word, Adobe Acrobat Reader

▪ An industry workplace; or an industry-realistic simulated environment that will allow you

o Organisational policies and procedures for the following

o Organisational template for standard recipe in spreadsheet format

o Commodity price list

o Customer Profile documents

o Workplace templates, including or similar to the following:

● Menu Dish Plan for Workplace Assessment Task 1

● Dish Profile for Workplace Assessment Task 2

● Dish Recipe Adjustment for Workplace Assessment Task 3

● At least two customers to be consulted in Workplace Assessment Task 1

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

● Consult at least two customers to seek feedback on food preferences

● Consult at least two stakeholders to collect feedback and recommendation

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

Please tick at least one of the following for each section: ✔

Other (please describe) ☐

Assessment Pathway (for Practical Assessment)

Candidate’s Organisation (Pre-assessment meeting conducted) ☐

Simulated Workplace Environment (Contextualised by RTO) ☐

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

An industry-realistic simulated environment ☐

Assessment must ensure access to:

Commodity price list ☐

Template for standard recipe card in spreadsheet format ☐

Have achieved the Certificate III or Certificate IV in Commercial Cookery, or

Hold a trade certificate as a cook or chef or equivalent; ☐

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

Candidate’s signature Date

Assessor’s signature Date

End of Assessment Agreement

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

Contextualisation of Assessments by RTOs

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

Methods for How Portion Yield is Calculated Using Each Method

i. Food cost Food cost percentage is used in foodservice to calculate menu

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

Complete the table below regarding menu types:

Menu Types How Food is Served Portion Size

i. Á la carte Each item on an A menu's portion size

ii. Buffet In a buffet, consumers Buffet menus include

iii. Cyclical A cyclical menu, often The serving size of a given

iv. Degustation The usual degustation Portions on a degustation

v. Set or table A multi-course meal from a To achieve this, the portions

SITHKOP010 - Plan and cost recipes SITHKOP010 - Plan and cost

a. Identify the classical dish offered by Katherine’s Italian restaurant.

Katherine's Italian restaurant serves a traditional Italian staple: spaghetti.