SITHKOP002

Plan and cost basic menus

1. Student and trainer details

Student details
Full name: JASBIR SINGH
Student ID:
Contact number: 0431554710
Email address: [email protected]
Trainer details
Full name: MR. HARISH RAWAL

2. Qualification and unit of competency

Qualification/Course/Program Details
Code: SIT30816
Name: Certificate III in Commercial Cookery
Unit of competency
Code: SITHKOP002
Name: Plan and cost basic menus
Releases: 1.0
Release date: 03/Mar/2016

3. Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to trainer/assessor
☐ Online submission via Learning Management System (LMS)
☐ Any other method
(Please describe here)

4. Student declaration
• I have read and understood the information in the Unit Requirements prior to commencing
this Student Pack
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a form
of malpractice;
• I have kept a copy of this Student Pack and all relevant notes, attachments, and reference
material that I used in the production of this Student Pack;
• For the purposes of assessment, I give the trainer/assessor permission to:

o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a plagiarism checking service (which may retain a copy of the
assessment on its database for future plagiarism checking).

Student signature:

Date: 17 / 01 / 20_21

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5. Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order to
demonstrate competence in a variety of ways.
Evidence number/ Assessment method/ Type of evidence/ Sufficient evidence
Task number Task name recorded/Outcome
Assessment task 1 Knowledge Test (KT) S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2 Role Play/Presentations S / NS (First Attempt)
S / NS (Second Attempt)
Outcome C ☐ NYC ☐ Date assessed: Trainer signature:

6. Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when:

• You have completed and submitted all the requirements for the assessment tasks for this
cluster or unit of competency.
• Your work has been reviewed and assessed by your trainer/assessor.
• You have been assessed as either satisfactory or unsatisfactory for each assessment task
within the unit of competency.
• You have been provided with relevant and detailed feedback.

Every assessment has a “Feedback to Student” section used to record the following information. Your
trainer/assessor must also ensure that all sections are filled in appropriately, such as:

• Result of Assessment (satisfactory or unsatisfactory)

• Student name, signature and date
• Assessor name, signature and date
• Relevant and detailed feedback

7. Unit Requirements
You, the student, must read and understand all of the information in the Unit Requirements before
completing the Student Pack. If you have any questions regarding the information, see your
trainer/assessor for further information and clarification.

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Pre-Assessment Checklist: Task 1 - Knowledge Test

The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
☒ Make sure you have completed the necessary prior learning before attempting this assessment.
☒ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☒ Make sure you understand what evidence is required to be collected and how.
☒ Make sure you know your rights and the Complaints and Appeal process.
☒ Make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate
these with your trainer/assessor).
☒ Make sure that you have access to a computer and the internet (if you prefer to type the
answers).
☒ Make sure that you have all the required resources needed to complete this assessment task.
☒ The due date of this assessment task is in accordance with your timetable.
☒ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an extension to
submit your assessment work.
☒ The request for an extension to submit your assessment work must be made before the due
date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment
☒ I do not require reasonable adjustment
Declaration (Student to complete)
☒ I confirm that the purpose and procedure of this assessment task has been clearly explained to
me.
☒ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
☒ I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
☒ I confirm I have accessed and understand the assessment information as provided in the
Training
Organisation’s Student Handbook.
☒ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment.
☒ I confirm that I am ready for assessment.

Student Name: JASBIR SINGH

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Student Signature: _
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Assessment method-based instructions and guidelines:

Knowledge Test
Assessment type
 Written Questions
Instructions provided to the student:
Assessment task description:
 This is the first (1) assessment task you must successfully complete to be deemed
competent in this unit of competency.
 The Knowledge Test is comprised of twenty-two (22) written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide an answer within the
required word limit, to be deemed satisfactory in this task
 You will receive your feedback within two (2) weeks, and you will be notified by your
Trainer/Assessor when your results are available.
Applicable conditions:
 All knowledge tests are untimed and are conducted as open book assessment (this means
you can refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computer to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
 For more information, please refer to the Training Organisation’s Student Handbook.
Location:
 This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
 Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.
Instructions for answering the written questions:
 Complete a written assessment consisting of a series of questions.
 You will be required to answer all the questions correctly.
 Do not start answering questions without understanding what is required. Read the
questions carefully and critically analyse them for a few seconds, this will help you to
identify what information is needed in the answer.
 Your answers must demonstrate an understanding and application of the relevant concepts
and critical thinking.
 Be concise, to the point and write answers within the word-limit given to each question. Do
not provide irrelevant information. Remember, quantity is not quality.
 You must write your responses in your own words.
 Use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups based on attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender inclusive language should be used.

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 When you quote, paraphrase, summarise or copy information from other sources to write
your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to plan and cost basic
menus in a range of contexts and industry settings and knowledge regarding to the following:
 Knowledge to propose components of included dishes or food production items.
 Knowledge to promote the sale of menu items and assess the success of menus
 Knowledge to assess the cost-effectiveness of proposed dishes or food production items
 Knowledge to get feedback from customers and others
 Knowledge to select menu items to meet customer preferences
 Knowledge to use correct names for the style of cuisine
 Knowledge to categorize organisational service style and cuisine
 Knowledge to identify the food preferences of the customer and adjust menus
 Knowledge to write menus and price menu items
 Knowledge to evaluate portion yields and costs from raw ingredients
 Knowledge to find out customer profile for the food business
 Knowledge to use the knowledge gained through training and learner resources

Task instructions

 This is an individual assessment.

 To ensure your responses are satisfactory, consult a range of learning resources and other
information such as handouts, textbooks, learner resources etc.
 To be assessed as Satisfactory in this assessment task all questions must be answered
correctly.

Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.
Q1: What types of information do you need to be able to plan and cost a Satisfactory
menu? response
Yes ☐ No ☐

Types of information needed while planning and costing a menu:

• Type of customer- general likes and dislikes of customers.
• Location of restaurant- location will determine the type of customers as it determines income and type of
people of that particular location.

Q2: List three (3) methods for calculating portion yields and costs from raw Satisfactory
material. response
Yes ☐ No ☐

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Three methods of calculating portion yields and costs are to perform yield tests like
• butchering test
• Trimming and preparation loss test
• cooking loss test
• labour test.

Q3: Mention any six (6) influences that will determine food preference. Satisfactory
response
Yes ☐ No ☐

Factors that will influence food preference:

1. Price range of food in the menu
2. Menu balance
3. Culinary and nutritional balance
4. Type of restaurant
5. Customer social status
6. Cooking timing

Q4: Give any five (5) characteristics of customer groups. Satisfactory

response
Yes ☐ No ☐

Five characteristics of customer groups:

1. Income
2. Ethnicity
3. Locality
4. Age group
5. Occupation

Q5: Write any three (3) methods you can use to assess the popularity of Satisfactory
menu items. response
Yes ☐ No ☐

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Three methods of assessing the popularity of menu items:

1. Measure the profitability of individual menu item.
2. Identify menu categories
3. Adjust menu selection according to popularity and profitability

Q6: Give examples of information you need to include and things to keep in Satisfactory
mind when you are writing up a menu that is going to be presented to a response
customer.
Yes ☐ No ☐

Information needed while writing up a menu:

• Item names and description
• Layout and style of menu
• Pricing of food items
Things to keep in mind while writing a menu:
• Avoid long descriptions that are hard to read
• Use correct spelling
• Avoid words like juicy, lovely, excellent etc

Q7: Mention any five (5) different style of menu and three (3) different Satisfactory
types of menus with a brief description of common menu items. For response
each menu, describe in 30-50 words, how seasonal products and/or Yes ☐ No ☐
commodities may impact on their content.

Five different styles of menu are A Le Carte, Table d’hôte, Buffet Menu, Smorgasbords and Degustation menu.
A Le Carte: It is a traditional style menu with individually priced dishes. The items are single serve style and customer
makes his own selection. It is not suitable for large functions.
Table d’hôte: It offers complete meal at a fixed price, whether or not customer orders all the items.
Customers have a limited choice. It is suitable for large functions as it is fast service.
Degustation: It is a fixed multi course menu with a set price. It allows customers to taste a variety of dishes and the
size of dishes is small so that customer can have large number of dishes.
Food availability makes a great impact on menu content. When a certain food is not in season, it is generally
expensive and the quality is not at its best, which can impact the profit of the menu item.

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Q8: On what basis should menus be adjusted? List any two (2). Satisfactory
response
Yes ☐ No ☐

Menus should be adjusted on the basis of

1. Feedback from the customer: Are customers satisfied with the menu?
2. Profitability of menu: How much profit the menu is generating? Which dishes are
mor e profitable and which are less?

Q9: Mention any two (2) ways to assess the success of menus. Satisfactory
response
Yes ☐ No ☐

Two ways to assess the success of menu:

1. Menu profitability: Calculate how much profit each item is giving.
2. Customer satifaction: If the customers like the dishes and are giving good feedback
, it means the menu is successful.

Q10: How should ongoing feedback from customers and others be used? Satisfactory
Answer in one or two lines. response
Yes ☐ No ☐

Both positive and negative feedback should be used to measure the success of menu items and
adjust the menu accordingly. It should also be used to improve customer service and develop a
unique product which is different than the competitors.

Q11: What style of writing should be used for promoting sales of menu items? Satisfactory
Answer in one or two words. response
Yes ☐ No ☐

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Descriptive writing.

Q12: Keeping in mind that you will have many different types of customers Satisfactory
coming to a restaurant, what do you need to consider when creating a response
menu.
Yes ☐ No ☐

Customer characteristics like income and social status will determine their food choices.
Hence, while creating a menu, things like location of the restaurant, types of people living there,
their ethnicity and income level of that particular locality will be considered.

Q13: When you write menu content, what do you need to keep in mind with Satisfactory
regards to choosing words? response
Yes ☐ No ☐

Words should be correctly spelled. Words like excellent, wonderful, moist etc should be avoided.
Over use of suppliers name should also be avoided.

Q14: How should menu items be priced? What do they ideally need to ensure? Satisfactory
Answer in one sentence. response
Yes ☐ No ☐

Menu items should be priced according to the acceptable price range of the target customers.

Q15: Enlist any three (3) ways to analyse the customer's food preferences.. Satisfactory
response
Yes ☐ No ☐

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Three ways to analyse food preferences:

1. Locality
2. Income
3. Ethnicity

Q16: How do you accurately calculate portion yields and costs from raw Satisfactory
ingredients? Answer in 50-100 words. response
Yes ☐ No ☐

There are three ways of accurately calculating portion yields and costs from raw ingredients:

Butchering test: Used for meat, fish or poultry to calculate actual quantity and cost of raw saleable meat/food.

Cooking loss test: It is mainly used for meat to calculate the cooking loss during the cooking process.
The loss of bones and trimming after cooking may also be included. Different temperatures /cooking times as well as
equipment must be considered.
Trimming and preparation loss test: Mainly used for fruit and vegetables to determine actual quantities and cost of
raw saleable food.
Labour test: This test is applied is the cost of labour is added to the total value of the item. Cost effectiveness must
be examined to determine how to purchase meats/food.

Q17: What are the benefits of assessing the cost-effectiveness of proposed Satisfactory
dishes or food production items and choose products that provide high response
yield? Answer in 100 -150 words Yes ☐ No ☐

Choosing products that provide a high yield maximise profitability of that menu item. Cost of preparation and cost of
actual raw material is less in these items hence they leave profit. Also, it is very benificial to assess the cost
effectiveness of dishes as some dishes may be over charged or under charged. Assessment helps to set a
reasonable price for the dish. Menu items which generate a high contribution to profit margin are good. Food cost is
less important if contribution to profit margin is good.

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Q18: What are four (4) methods you can use to obtain feedback from the Satisfactory
customers? response
Yes ☐ No ☐

Four methods to obtain feedback from customers:

1. Surveys/forms
2. Social media
3. Phone/email
4. Interviews

Q19: What are the four (4) different aspects or factors we should consider Satisfactory
when identifying current customer profiles for the food business? response
Yes ☐ No ☐

Aspects to consider while identifying customer profiles:

1. Ethnicity
2. Locality
3. Income/Occupation
4. Gender

Q20: Suppose you are making a cake for dessert for a customer order. Itemise Satisfactory
the proposed components of the dish. List any five (5) ingredients. response
Yes ☐ No ☐

Five ingredients for cake dessert are:

1. Flour
2. Sugar
3. Eggs
4. Butter
5. Liquid

Q21: Satisfactory
response

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What are the eight (8) things related to a dish that creates a balanced Yes ☐ No ☐
variety?

Things that create a balanced variety:

1. Price
2. Ingredients
3. Cooking style
4. Complexity
5. Simplicity
6. Taste
7. Experience
8. Nutrition value

Q22: Write five (5) steps that need to be taken to evaluate the success of a Satisfactory
menu? response
Yes ☐ No ☐

Steps for evaluating menu success

1. Measure profitability
2. Get feedback from customer
3. Analyse sales
4. Track popularity and unpopularity of dishes
5. Calculate yield costof each item

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Assessment Results Sheet

Outcome First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: (day)/ _ (month)/ (year)

Feedback:

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: (day)/ _ (month)/ (year)
Feedback:

Student  I declare that the answers I have provided are my own work. Where I
Declaration
have accessed information from other sources, I have provided
references and/or links to my sources.
 I have kept a copy of all relevant notes and reference material that I
used as part of my submission.
 I have provided references for all sources where the information is not
my own. I understand the consequences of falsifying documentation and
plagiarism. I understand how the assessment is structured. I accept that
the work I submit may be subject to verification to establish that it is my
own.
 I understand that if I disagree with the assessment outcome, I can
appeal the assessment process, and either re-submit additional
evidence
undertake gap training and or have my submission re-assessed.

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 All appeal options have been explained to me.

Student Signature

Date
17/01/2021
Trainer/Assessor
Name
Trainer/Assessor I hold:
Declaration
☒ Vocational competencies at least to the level being delivered
☒ Current relevant industry skills
☒ Current knowledge and skills in VET, and undertake
☒ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission.

The assessment tasks were deemed current, sufficient, valid and reliable. I
declare that I have conducted a fair, valid, reliable, and flexible assessment.
I have provided feedback to the student.

Trainer/Assessor
Signature
Date

Office Use Only The outcome of this assessment has been entered into the Student
Management System

on (insert date)

by (insert Name)

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Pre-Assessment Checklist: Task 2 - Role Play/Presentation

The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
☒ Make sure you have completed the necessary prior learning before attempting this assessment.
☒ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☒ Make sure you understand what evidence is required to be collected and how.
☒ Make sure you know your rights and the Complaints and Appeal process.
☒ Make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with
your trainer/assessor).
☒ Make sure that you have access to a computer and the internet (if you prefer to type the
answers).
☒ Make sure that you have all the required resources needed to complete this assessment task.
☒ The due date of this assessment task is in accordance with your timetable.
☒ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an extension to
submit your assessment work.
☒ The request for an extension to submit your assessment work must be made before the due
date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment
☒ I do not require reasonable adjustment
Declaration (Student to complete)
☒ I confirm that the purpose and procedures of this assessment task has been clearly explained to
me.
☒ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
☒ I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
☒ I confirm I have accessed and understand the assessment information as provided in the
Training
Organisation’s Student Handbook.
☒ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment.
☒ I confirm that I am ready for assessment.

Student Name: JASBIR SINGH

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Student Signature: _

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Assessment method-based instructions and guidelines:

Role Play/Presentation
Assessment type
 Role Play/Presentation
Instructions provided to the student:
Assessment task description:
 This is the second (2) assessment task you must successfully complete to be deemed
competent in this unit of competency.
 This assessment task is comprised of a role play/presentation to be completed in front of
your trainer/assessor.
 You will receive your feedback within two (2) weeks and you will be notified by your
trainer/assessor when results are available.
Applicable conditions:
 This role play/presentation is timed.
 Time allowed to develop required resources for presentation is 1 week prior to the
presentation.
 Electronic devices are allowed during this assessment task.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
 Your trainer/assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission
attempt will be allowed.
 The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
 For more information, please refer to the ‘Training Organisation’s Student Handbook.
Location:
 This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or independent learning environment.
 Your trainer/assessor will provide student further information regarding the location for
completing this assessment task.
Instructions for completing a presentation:
 You are advised to write down the keywords and important phrases to help you to deliver
the presentation.
 You must not read the presentation word-by-word and should use the presentation for
reference purpose only.
 You must explain the topics appropriately.
 Your tone, gestures, body language has to be according to the role you are portraying.
 Use language that is appropriate for your audience. Consider if slang and abbreviations are
right for your audience and ensure acronyms are explained.
 Use a friendly professional manner.
Information for attempting a role play:
 Please note that the task includes participation in the role play.
 Role plays provide a controlled environment in which students can practice skills, roles and
processes.

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 In addition to preparing for your own role play, learning is reinforced by observing other
team members and offering comments and constructive feedback.
 This role play focuses on the elements and performance criteria for this unit of
competence, which is available on the training website http://training.gov.au.
 You must present your role play to your trainer/assessor on the due date.
 Reasonable adjustments will be allowed for those candidates who are eligible to receive
them.
 Please read through the instructions and assessment information carefully, prior to
commencing these tasks.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential plan
and cost basic menus in a range of contexts and industry settings.
 identify and evaluate the food preferences of customer groups with differing
characteristics and use to inform menu planning
 develop and cost each of the following menu types based on above information:
o à la carte
o buffet
o cyclical
o degustation
o ethnic
o set
o table d’hôte
o seasonal
 evaluate success of the above menus by obtaining at least two of the following types
of feedback:
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 seeking staff suggestions for menu items
 develop the above menus within commercial time constraints, demonstrating:

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o use of balanced variety of dishes and ingredients

o methods for determining costs of supply for ingredients
o methods and formulas for calculating portion yields and costs from raw ingredients
o methods for responding to feedback and adjusting menus
o methods for achieving desired profit margins, mark-up procedures and rates
o use of different types and styles of menus for dishes or food production ranges.

Task instructions

 This is an individual assessment.

 To ensure your responses are satisfactory you should consult a range of learning resources
and other information such as handouts, textbooks, learner resources etc.
 All questions must be answered in order to gain competency for this assessment.
 Further instructions to be included based on the task.

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Assessment Task 2 - Role Play/Presentation

Role play task:
Scenario:
Chops & Hops is a restaurant located in Sydney. You are working as a Senior Manager. The restaurant
has a wide range of customers. The restaurant has many loyal customers. Chops & Hops has just
opened a second venue close to Darling Harbour. The restaurant wants to plan and cost basic menus
for dishes, or food product ranges for different types of cuisine or food service style considering the
customer preferences and business needs for the new restaurant.

The menu types that need to be developed are as follow:

 à la carte
 buffet
 cyclical
 degustation
 ethnic
 set
 table d’hôte
 seasonal

As a Senior Manager, part of your duties is to analyse customer preferences and develop the menus for
the new restaurant.

Your job responsibilities will include:

 Identifying and evaluating the food preferences of customer groups with differing characteristics
and using them to inform menu planning.
 Developing and costing menu types specified in the case study considering the customer
preferences
o Following the time constraints.
o Using a balanced variety of dishes and ingredients
o Determining the costs of supply for ingredients
o Calculating portion yields and costs from raw ingredients
o Responding to feedback and adjusting menus.
o Achieving desired profit margins, mark-up procedures and rates
o Using different types and styles of menus for dishes or food production ranges.
 Evaluating menu success by obtaining feedback from the customers and staff

members To plan and cost basic menus for dishes, you need to complete the following

activities:

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Activity 1: Identify customer preferences

In this activity, you are required to identify and evaluate the food preferences of customer groups with
differing characteristics. This information will be used to plan menus for the restaurant.

Part A: Prepare a Questionnaire to evaluate the foodservice preferences of different

customer profiles.

To identify and evaluate the food preferences of different customers, you need to prepare a “Customer
preference Questionnaire”. The Questionnaire will be used to ask customers a set of questions about
their preferences.

Guidelines to prepare the questionnaire:

 This questionnaire must include at least four (4) questions for each menu type.
 The questions must be able to assess customer preference for different menu types.

Note: You must leave the “Customer preferences” column blank for the next part.

Questionnaire template:

Menu types Questions Customer preferences

À la carte With what frequency is the service used?
In your opinion, what characterizes quality at a la carte restaurant?
What are the criteria of yours for the choice of an a la carte restaurant?
How is the perception of the price formed in relation to the service offered by an a la carte restaurant?

Buffet what time would you like to have buffet menu start and finish?
what extra would you like to be offered in buffet system?
how many main meal an desert option should be there at minimum?
what should be price brackets you suggest?
Cyclical how often do you like the menu to be repeated 7,14 or 28 days?
which seasonal dishes you would like in menu for summers?
With what frequency is the service used by you?
What are the criteria of yours for the choice of an a buffet restaurant?
Degustation What are the criteria of yours for the choice of an a degustation menu restaurant?

which wine would you like with menu?

Whta do you think about waiting time should be?
Is it worth to spend your time and resources in such menu type?
Ethnic do you like ethinic dishes?
which regional dishes would you like to have in menu?
With what frequency is the service used by you?

Set With what frequency is the service used by you?

how many item you suggest should be in entree?
would you prefer to have dessert section with more option or less?
Is set menu your priority?
Table d’hôte With what frequency is the service used by you?
what price you suggest?
how many item should be included in that price?
what waiting time do you exppect?
Seasonal With what frequency is the service used by you?
which season you go out most to eat?
what variety do you expect in winters to be on menu?
should price be different for seasonal menu item?

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Part B: Identify customer preferences.

In this part, different customers will visit the restaurant. These customers will be from diverse
backgrounds and will have a range of food preferences related to:
 contemporary eating habits
 cultural and ethnic influences
 popular menu items
 quick service foods
 seasonal dishes
 variety of food products.

Using the questionnaire prepared in part A, you need to identify their customer preferences for different
menu types.

You must listen and respond to routine customer feedback and ask questions that inform menu choice.

Activity 2: Plan menus

In this activity, you are required to evaluate the customer foodservice preferences and plan menus to
meet those preferences.

To plan the menus, you need to arrange a meeting with the Restaurant Manager and the Restaurant
owner.

Before the meeting, you are required to:

 Analyse the outcomes of the questionnaire to identify customer preferences.
 Generate a range for the dishes to be included in each menu type and assess their merits. Use
the template provided.
 Complete meeting agenda template.

During the meeting, you are required to:

 Discuss the customer preferences with the Restaurant Manager and the Restaurant owner.
 Discuss the merits of dishes selected for each menu type.
 Ask the Restaurant Manager and the Restaurant owner regarding the restaurant’s service style
and cuisine.
 Select a balanced variety of dishes or food production items for the style of service and cuisine.
 Seek the Restaurant Manager’s and the Restaurant owner’s suggestions regarding menu items.
 Gather feedback regarding the improvements that can be made to the selected dishes.
 Document the finalised menu items for each menu type in the given Menus Plan

template The Restaurant Manager and the Restaurant owner will:

 Discuss the restaurant’s service style and cuisine.

 Provide their suggestions regarding the menu items for different menu types.
 Discuss the dishes that they think would be more profitable and will be in higher demand.
 Finalise menu items for each menu type.

After the meeting, you must complete the “Minutes-of-Meeting” template provided below.

Templates

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Meeting agenda template:

Date/Time: 18/01/2021
Location: Meeting room
Chairperson: Mr. XYZ
Meeting Attendees: Mr. XYZ( RESTAURANT OWNER) ,Mr. ABC (RESTAURANT MANAGER), Jasbir singh
Full names and roles

Agenda Item/Topic Discussion/Outcomes Action Officer Due Date

Welcome
customer preferences JASBIR SINGH
(Agenda item 1)

Topic?

merits of dishes choosed

(Agenda item 2) suggestion by manager and owner
feedback for improvements
Topic?

restaurant service style and cuisine

(Agenda item 3) balance variety of food
Topic?

Summary Overall Summary

Decision/s

Action/s if any

Next Meeting
Time/date
Meeting closed at:
Minutes are a true and Approved/confirmed by whom?
accurate record of the
meeting

Meeting minutes template:

Minutes of Meeting

Meeting Objective:

Attendees:

Venue:

Date:

No. Points Discussed Actions Target Date

Suggested

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Signature of attendee 1: Signature of attendee 2:

Signature of attendee 3: Signature of attendee 4:

Menus Plan template:

Menus Plan template

Menu types Finalised Items
À la carte

Buffet

Cyclical

Degustation

Ethnic

Set

Table d’hôte

Seasonal

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Activity 3: Cost menus.

Part A:

In this activity, you will cost the menus using the Cost Menus Template, and by performing the following
tasks:

1. List itemised proposed components/Individual ingredients of dishes you have finalised in

Activity 2
2. Calculate the portion yields using the following steps:
a. Calculate the original weight of the raw ingredient
b. Process raw ingredients to determine edible product weight
c. Record the waste or trim weight loss during processing
d. Subtract waste or trim weight from original weight to calculate edible product weight
e. Calculate yield using the following formula:
i. Yield % = Edible product weight / Original weight * 100
3. Calculate costs from raw ingredients using the following formula:
a. Cost of raw ingredients = Original cost * (Yield Percentage/100)
4. Calculate the cost of producing dish by adding costs of all the raw ingredients
5. Mark dishes as cost-effective if average portion yields of all the proposed components of a dish
are greater than fifty (50) per cent

Cost menus Template

Menu type Finalised Proposed Calculate Cost of Raw Cost of Cost-effective
Dishes components/ portion Ingredients Producin (Yes/No)
Individual yields g Dish
Ingredients
À la carte

Buffet

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Cyclical

Degustatio
n

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Ethnic

Set

Table
d’hôte

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Seasonal

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Part B: In this part to attain the profitability of five (5) per cent all the dishes must be sold by adding
fifteen (15) per cent mark-up above the cost of producing the dish. You are required to perform the
following tasks:

 Calculate Selling price using the cost of producing dish you have calculated in Part A and by
using the following formula:
o Selling price = (Cost of producing dish * 15%) + Cost of producing the dish

Note: Ten (10) per cent mark-up will be used to cover ancillary expenses

Profitability Template
Menu types Cuisine Cost of Producing Dish Mark-ups Selling Price
Name Percentage
À la carte

Buffet

Cyclical

Degustation

Ethnic

Set

Table d’hôte

Seasonal

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Activity 4 Write Menu Content

In this activity, you are required to complete the given Menu Content Template. You must ensure the
following while completing the template:

 Menu must be written using words that appeal to the customer base and business service style
 Correct names for the style of cuisine must be used
 Descriptive writing must be used to promote sales of menu items

Profitability Template
Menu types Menu Content
À la carte

Buffet

Cyclical

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Degustation

Ethnic

Set

Table d’hôte

Seasonal

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Activity 5: Evaluate Menu Success

Task 5.1: In this task, you are required to seek ongoing feedback using given survey questions from at
least 5 staff and customer to improve menu performance.

Survey Questionnaire
What did you like about our food menu?

What did you dislike about our food menu?

If you would like to change one thing on our menu, what would that be?

Do you find the sequence of menu items suitable if not, why?

Do you find the typography legible?

Survey Questionnaire for Staff

Which menu item you like the most?

Which menu item you would like to remove?

Which menu item can be improved?

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Task 5.2: In this task, you are required to complete the Menus Adjustment Template by performing the
following tasks:

 Assess the success of the menu against customer satisfaction and sales data
 Adjust menus items based on feedback
 Adjust menus to raise profitability by ten (10) per cent using the following formula:
o Selling price = (Cost of producing dish * 20%) + Cost of producing the dish

Menus Adjustment Template

Menu types Cusine Adjustment made Reasoning for New Selling Price
Name adjustment

À la carte

Buffet

Cyclical

Degustation

Ethnic

Set

Table d’hôte

Seasonal

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Performance Criteria/Performance Checklist

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the S N/S Trainer/Assessor to

participant needs to demonstrate competency in the following critical complete
aspects of evidence (Comment and
feedback to students)
a) Demonstrate skills to find out the food preferences of
customers to assess their merits and discuss with relevant  
personnel.
b) Successfully select menu items to meet customer preferences
according to organisational service style and cuisine to  
develop suitable menus.
c) Illustrate a balanced variety of dishes/ingredients or food
production items for the style of service and cuisine.  
d) Demonstrate skills to get feedback from customers and
others as well as adjust menus accordingly to evaluate the  
success of menus.
e) Successfully depict Oral Communication by listening and
responding to routine customer feedback and ask questions  
that inform menu choice.
a) Illustrate the skills to solve problems by:
 Evaluate the foodservice preferences of the customer  
profile and plan menus to meet those preferences.
f) Identify unprofitable menu items and adjust menus to include
high yield dishes.
g) Demonstrate skills to plan and organise by accessing and
sorting all information required for menu planning and for  
coordinating a menu development process.
h) Successfully use technology to use computers and software
programs to cost and document menus.  
i) Skills to develop the menus with commercial time constraints
by including organisation-specific information for desired  
profit margins, mark-up procedures and rates.
j) Skills to itemised proposed components of included dishes or
food production items  
k) Skills to calculated portion yields and costs from raw
ingredients.  
l) Skills to assessed cost-effectiveness of proposed dishes or
food production items and choose menu items that provide a  
high yield.
m) Skills to price menu items to ensure maximum profitability.
 

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n) Skills to write menus using words that appeal to the

customer base and fit with the business service style.  
o) Skills to use correct names for the style of cuisine.
 
p) Skills to use correct names for the style of cuisine.
 
q) Skills to use descriptive writing to promote the sale of menu
items.  
r) Skills to seek ongoing feedback from customers and others
and use to improve menu performance.  
s) Skills to assess the success of menus against customer
satisfaction and sales data.  
t) Skills to adjust menus based on feedback and profitability.
 

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Assessment Results Sheet

Outcome First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: (day)/ _ (month)/ (year)

Feedback:

Second attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: (day)/ _ (month)/ (year)

Feedback:

Student  I declare that the answers I have provided are my own work. Where I
Declaration
have accessed information from other sources, I have provided
references and or links to my sources.
 I have kept a copy of all relevant notes and reference material that I
used as part of my submission.
 I have provided references for all sources where the information is not
my own. I understand the consequences of falsifying documentation and
plagiarism. I understand how the assessment is structured. I accept that
the work I submit may be subject to verification to establish that it is my
own.
 I understand that if I disagree with the assessment outcome, I can
appeal
the assessment process, and either re-submit additional evidence
undertake gap training and or have my submission re-assessed.

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 All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor
Name
Trainer/Assessor I hold:
Declaration
☒ Vocational competencies at least to the level being delivered
☒ Current relevant industry skills
☒ Current knowledge and skills in VET, and undertake
☒ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission.

The assessment tasks were deemed current, sufficient, valid and reliable. I
declare that I have conducted a fair, valid, reliable, and flexible assessment.
I have provided feedback to the student.

Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered into the Student Management
System on (insert date) by (insert Name)

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Appendix A: Reasonable Adjustments

Write (task name and number) where reasonable adjustments have been applied:

Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
• The trainer/assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• The trainer/assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to impact on
Speaking  Writing the assessment process
Backgroun
 Cultural  Use methods that do not require a higher level of language
d
background or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or
to support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the
student’s needs

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

  Knowledge and  Culturally appropriate training

Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the field
assessment after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment takes
skills account of the student’s needs
 Provision of information or course materials in accessible format.
 Changes in teaching practices, e.g. wearing an FM microphone
to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-taker
for a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
 Modifications to physical environment, e.g. installing lever taps,
building ramps, installing a lift
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the student’s
background  Numeracy individual need
 Limited study
skills and/or
learning strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible format,
skills and/or e.g. a text book in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM microphone
to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note taker
for a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
 Modifications to physical environment, e.g. installing lever taps,
building ramps, installing a lift

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Explanation of reasonable adjustments strategy used

Trainer/Assessor
Name
Trainer/Assessor
Declaration I declare that I have attached all relevant evidence to provide reasonable
adjustment. The training package guidelines and criteria have not been
compromised in the process of providing reasonable adjustment to the
student. I declare that I have conducted a fair, valid, reliable, and flexible
assessment. I have provided explanation of reasonable adjustments
strategy used, as required.

Trainer/Assessor
Signature
Date

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