Bhjj

Blue Bay College

89 Marsden Street Parramatta NSW 2150
T: (02) 8897 3814
https://bluebaycollege.com.au/
[email protected]

ABN 28 615 702 335

ACN 615 702 335
CRICOS Provider Code: 03647C
RTO Provider Code 45272
 Your Workplace Health and Safety (WHS) at Blue Bay College

• It is your duty to inform staff at Blue Bay College if you see, hear or come across any
incident, situation or hazard that might require immediate attention
• In case of an emergency evacuation, you are required to follow the instructions provided
by your trainer. While exiting the building, keep calm and walk alongside the hand rails.
The Assessment Process
Why are assessment tasks important?

To complete your qualification, you are required to apply the ideas you have been
learning from this unit of competence.

The assessment activities are an important part of your training program as they provide
an opportunity to apply what you have been learning and they give both you and your
trainer feedback on your progress.

How will you be assessed?

You will be required to complete a variety of written and practical exercises. Instructions
for how to complete the assessments are provided within each assessment task in this
booklet.

What is required for successful completion?

Please read this section carefully before commencing the assessment tasks. You must
carefully complete EVERY task in this booklet. You must achieve a ‘Satisfactory’ mark
for all assessment tasks to be deemed Competent for the unit. If you are assessed as
Not Competent, you will be given some suggestions for improvement and asked to redo
your assessment.

At the successful completion of the assessment tasks, you will have demonstrated your
competence against all of the requirements of the unit.

Submission of assessments

Your trainer will advise you when to commence the assessments in this booklet.

You are required to complete the written assessments on a separate document. You
have access to computers which are equipped with 2010 Microsoft suite of products.
You will also have access to the internet at the College to assist with research and
resources. Assessment responses should be typed; however, handwritten submissions
will be accepted if they are clear and legible.
On the document please include:
• Your name
• The date
• The Assessment Number and Task Number.
For example:
• Will Smith
• 10 August 2015
• Assessment 1 - Question 1 (Record your answer).
Please note that some assessments require additional documentation, such as a form or
a procedure, which must be included with your submission.

Make sure you check your material before submission. You must keep a copy of all work
submitted.

Access and equity

A student’s access to the assessment process should not be affected by restrictions

placed on the location or context of assessment beyond the requirements specified in
the training package. Reasonable adjustments can be made to ensure equity in
assessment for people with disabilities, including language and literacy. Adjustments
include any changes to the assessment process or context that meet the individual
needs of the person with a disability, but do not change competency outcomes. If you
believe you have a disability that may affect the completion of these assessment tasks
please speak to your trainer.

Assessment outcomes

Your assessment submission will be assessed and you will be given feedback. Each
assessment task will be marked as either Satisfactory or Unsatisfactory and once all
assessments have been marked you will be given an outcome of Competent or Not
Competent for the unit of competence.

What can you do if you don’t agree with the assessment result?

If you do not think the assessment process is valid, disagree with the assessment
outcome, or believe that you have been treated unfairly, you can appeal.

The first step is to discuss the matter with your trainer. If you still do not agree, you are
able to request a re-assessment. It is possible to have your assessment submission
assessed by a different assessor.

If you remain dissatisfied after the re-assessment, you should contact your trainer. Full
details of the appeals process are contained in your Student Handbook.

Declaration of Authenticity

You are required to sign a Declaration of Authenticity for every written assessment
submission. The Declaration is a signed statement from you stating that the assessment
submission is your own work.

Declaration of Authenticity
Student Name
Student ID Term Term 3
I declare that all work completed in this assessment is my own
Student Signature Date 15/08/2020
Trainer/Assessor Ajay
Name

Assessment Tasks and Instructions

Student Name
Student Number
Course and Code certificate iv in commercial cookery
Unit(s) of Competency and Code(s) SITHKOP004 Develop menus for special dietary
requirements
Stream/Cluster
Trainer/Assessor Ajay

Assessment for this Unit of Details

Competency/Cluster
Assessment 1 Assignment
Assessment 2 Project
Assessment 3
Assessment conducted in this instance: Assessment 1 ☐ 2 ☒ 3 ☐

Reasonable Adjustment
• Has reasonable adjustment been applied to this assessment?
No ☐ No further information required

Yes ☐ Complete 2.
• Provide details for the requirements and provisions for adjustment of assessment:

Student to complete
☐ My assessor has discussed the adjustments with me
☐ I agree to the adjustments applied to this assessment
Signatur Dat 15/08/2020
e e

2nd Assessor to complete

☐ I agree the adjustments applied to this assessment are reasonable
Name

Dat
Signature e

Assessment Guidelines
What will be assessed – Performance Evidence
The purpose of this assessment is to assess your ability to complete tasks outlined in
elements and performance criteria of this unit in the context of the job role, and:
• develop and cost at least six menus or meal plans that individually or in combination
meet at least six different special dietary requirements as specified in the knowledge
evidence
• two of the above menus or meal plans must reflect one or more cultural or religious
dietary requirements as specified in the knowledge evidence
• two of the above menus or meal plans must address the special dietary requirements
of different customer groups as specified in the knowledge evidence
• evaluate each of the above menus by obtaining at least two of the following types of
feedback:
• customer satisfaction discussions with:
• customers
• employees during the course of each business day
• customer surveys
• improvements suggested by:
• customers
• managers
• peers
• staff
• supervisors
• suppliers
• regular staff meetings that involve menu discussions
• satisfaction discussions with:
• customers
• allied health professionals
• dieticians
• medical specialists
• seeking staff suggestions for menu items
• develop above menus and menu plans within commercial time constraints,
demonstrating:
• methods for responding to feedback and adjusting menus
• basic principles and practices of nutrition.

Place/Location where assessment will be conducted and timeframes for

completion
RTO to complete
Resource Requirements
Pen, paper, calculator, Computer, MS Excel or similar software,

• Recipe selection relevant for this unit to cover all menu types specified in the
assessment conditions for “Performance Evidence”.
• Futura Recipe Book or Recipes on e-coach for the unit of competency SITHKOP004
Develop menus for special dietary requirements
• All templates provided in the Student Assessment folder “Support Tools”
• Customers, supervisors, and health professional to review menu options and
obtain feedback

Refer to the Assessment conditions attached to the Futura Group Mapping

Document located in the teacher support tools folder or the “Assessment
Conditions” for this unit in the SIT 1.0 Training Package.

Instructions for assessment including WHS requirements

The project for assessment 2 consists of 3 parts, Part A, Part B and Part C.

Part A requires the planning and calculation of 6 different menus including 1 cyclic menu
or meal plan

Part B requires the evaluation of each menu using at least 2 different evaluation methods
overall.

Part C requires the amendment of the menu options and associated costings based on
the feedback received in Part B.

You are required to complete each task for this assessment as outlined below in the
specific task instructions.

All documentation used to write, calculate or support the individual tasks must be
attached and clearly referenced to this project. You will be provided with feedback for
each task by your trainer as outlined to you.

Statement of Authenticity
☐ I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic
☐ appeals were explained to me and I understand these processes
☐ I understand the consequences of plagiarism and confirm that this is my own work
and I have acknowledged or referenced all sources of information I have used for
 the purpose of this assessment
Student Signature: Date: / /
201

This
First Attempt ☐ 2nd Attempt ☐ Extension ☐ – Date: / /
assessment:
Part A Satisfactory ☐ Not Yet Satisfactory ☐
RESULT OF
Part B Satisfactory ☐ Not Yet Satisfactory ☐
ASSESSMENT
Part C Satisfactory ☐ Not Yet Satisfactory ☐
Feedback to Student:

Assessor(s)
Date: / /
Signature(s):
Student
Date: / /
Signature

Assessment 2
Project
Your Tasks:
The project for assessment 2 consists of 3 parts, Part A, Part B and Part C.

• Part A requires the planning and calculation of 6 different menus including 1

cyclic menu or meal plan

• Part B requires the evaluation of each menu using at least 2 different evaluation
methods overall.

• Part C requires the amendment of at least 1 menu based on feedback and 1

menu to meet cost factors.

You are required to complete each task for this assessment as outlined below in the
specific task instructions.

The following formulas are relevant for this assessment:

Support Info
Food cost Percentage:
Food Cost : Sales Price x 100 = Food Cost Percentage %

Individual Menu Item (Variable %):

Portion Cost : Priced Menu Item x 100= Food Cost %

Setting the Selling Price:

Portion Cost : Targeted Food Cost Percentage x 100 = Selling Price
 Develop and cost 6 menus or meal plans for the selections you make from the list
in the table below as indicated.
Each menu needs to be evaluated. You must choose 2 different evaluation
methods overall from the list in the table below.

Menu to be Menu type (all required Evaluation of each menu (use at least
developed overall) 2 methods overall)
Menu 1: • special diets that are customer satisfaction discussions The
part of contemporary customers need to get satisfied on the
Australian society: food being provided as well as the
Recipe Source: Select 2 from this group services they get from the hotels. This
Futura Group, e- may access hand washing facilities in
coach recipes • Fluids@$4.5/7.5*100%= order to promote personal hygiene
SITHKOP004 which is very important. Customers also
$60% foods that need affordable prices in order to
Other: includes porridge, tea access food at their own cost.
No. of serves: 10 and any other drinks. It Expensive foods tend to send
plays a major role in customers away in such instances they
children 15
improving the water can’t afford buying the food as well
men 5 quantity of the body as reducing the number of customers in a
hotel. Customers need to be satisfied in
women girls well as nourishing it.
the response of the service providers of
Water in the body acts the business areas Satisfaction
as medium for chemical discussions with Health
reaction, as well as a professionals Health professionals
metabolism for transfer play a major role in determining the
of substances food nutritional value of the people. They
preferences create an area for coming up with good
food that is relevant to our diet as well
@$5.5/7.5*100%=$73.3 the progress of our life.
3% there are some
Menu 2: seeking staff suggestions for menu items
people that have Seeking staff suggestions for menu items is
different preferences for of great importance in understanding the
Recipe Source: food. The elderly for items needed as well as the food that is
Futura Group, e- instance like taking a necessary to our health. Menu items play a
coach recipes certain amount of food
SITHKOP004 major role in providing a wide chance for
as compared to others. customers to choose their favourites, thus
Other: They like traditional Staff suggestions play a major role in
No. of serves: 15 forms of foods as determining the importance of a menu as well
compared to modern
women 5 it helps in coming up with good items.
foods or those foods Satisfaction discussions with Health
girls 15 arising for geometrical professionals The Health professionals have
men 10 generation. Girls for this played a major role in determining the nutrient
instance prefer foods
elders used by the customers There suggestions are
that will add up iron in important in shaping the menu of the
the blood. This is restaurants according to the taskforce of the
because they tend to client ,time to take certain food as well as
 lose more iron in their appropriate maintenance of the diet.
Menu 3: menses. Men prefer customer surveys This include researches
taking energy giving that are done by customers in order to come
foods like carbohydrates up with the best meals so far They also do
Recipe Source: that will help them gain surveys in order to find if the meals of their
Futura Group, e- more energy which is interest is being offered at normal prices
coach recipes
SITHKOP004 important in their daily seeking staff suggestions for menu items.
activities Arranging meetings with staff members to
Other: seek their suggestions on the menu
No. of serves: 20 provided. They provide various means that
women 5 are helpful in improving menu items.
men 8
ladies 7

Menu 4: main types and culinary Customer surveys Customer surveys plays an
characteristics of important role in understanding the appearance and
cultural or religious behaviour of customers.
Recipe Source: diets that are part of Regular staff meetings that involve menu
Futura Group, e- contemporary
Australian society: discussions As well as the progression on hygienic
coach recipes
SITHKOP004 Select 2 from this group control of food handlers In the hotel.

Other:
• halal@ $4.5/7.5
No. of serves: 15 *100%=$60% food
children 12 cost Halal is a form of
men 3 Islamic religion that
involves giving her
women offering sacrifices to
Allah to appease the
Menu 5: gods. In most cases
as a result of this the customer surveys This include the availability of the
Muslims tend to avoid customer in the study work in order to understand the
Recipe Source: taking meat from challenges being addressed to the problem and
Futura Group, e- animals slaughtered possible ways to solve such problems.
coach recipes by Christians,
SITHKOP004
because of certain
Other: beliefs.
No. of serves:16 • Vegetarian
men

Menu 6: Regular staff meetings help in identifying various

problems that may arise in the study as, from the
meetings the problems with meals being offered can
Recipe Source: easily been identified and solution found to such
Futura Group, e- problem
coach recipes
SITHKOP004
seeking staff suggestions for menu items Seeking
Other: staff suggestions is of great importance, as will help to
No. of serves: 6 find a sustainable solution to the problem being
men 10 addressed and recommend the challenges Satisfaction
discussions with Health professionals When health
women 11
officers make necessary suggestions on nutritional
men requirements, the it is necessary that the food will be
available for all at a quality price and quantity enough

@3.5/7.5*100%=$46.
66% some people like
vegetables to be
included in their
meals, just because it
is sweet, always
available or even if it
believes that it adds
value to the body.
Vegetation is of great
importance in the
body as it adds
vitamin and minerals
to the body that is
essential in protecting
the body from various
diseases.
•

main types of customer

groups that have
•

Part A
• Plan, write and cost each of your menus you have selected in the list
above. Each menu must include a minimum of 3-corses each. The food
cost for each menu must not exceed $7.50 including all courses.
Complete the details for each menu as outlined below.

• 1 menu type selected for main types of customer groups that have special
dietary requirements must consist of a 1-week cyclic menu or meal plan
consisting of 7 3-course menu with a vegetarian option for each day.
The “Menu Price Balance template” for menu 6 below has these provisions.
The food cost for the cyclic menu must not exceed $6.00 for any 3- course
menu.

• Each menu type must provide nutritionally balanced meal options for the
relevant type of dietary requirement.

• Use the attached Standard Recipe Card Template (or your own choice of
format) and list the ingredients for each menu dish listed in your cycle
menu including sides. Alternatively you may use the template “Banquet
Analysis Sheet” and cost each menu and all its components in this
document.

• The Portion size for each dish must consider that there are 3 courses a
menu and portion size therefore needs to reflect this.

• Calculate each dish and show the cost per serve. Attach your yield
calculations where necessary (if you use vegetables or meat, then the
calculations must show the net price based on net yields). The support
Tool Folder contains yield test tools to assist you in these calculations.
Menu 1
Dietary Meat, Sukuma wiki and maize flour
requirement
• Course Sukuma Wiki @$0.85*100%=$855
• Course Meat@ $0.5*100=$50%
• Course Maize flour r@$ 0.75*100=$75%
Cost each dish of the menu in a Standard Recipe card
(template) or use the template SRC_multiple dishes to cost
all dishes in one sheet and label each tab.

Menu 2
Dietary Tomatoes ,sugarcane and eggs
requirement
• Course Sugarcane @ $0.48*100%=$48%
• Course Tomatoes @ 6.7/7.5*100%=$89%
• Course eggs@$ 0.4*100%=$40%
Cost each dish of the menu in a Standard Recipe card
(template) or use the template SRC_multiple dishes to cost
all dishes in one sheet and label each tab.

Menu 3
Dietary Oranges, rice and meat
requirement
• Course Oranges @$ 1*100=$100%
 • Course meat@$ 4.3/7.5*100=$57.66%
• Course Rice @$ 4.2/7.5*100%=$56%
Cost each dish of the menu in a Standard Recipe card
(template) or use the template SRC_multiple dishes to cost
all dishes in one sheet and label each tab.

Menu 4
Dietary Mangoes, eggs and maize flour
requirement
• Course Mangoes @$ 0.5*100=50%
• Course Eggs @$0.34*100=34%
• Course Maize flour @$ 0.65*100%=65%
Cost each dish of the menu in a Standard Recipe card
(template) or use the template SRC_multiple dishes to cost
all dishes in one sheet and label each tab.

Menu 5
Dietary Maize flour, mangoes and milk
requirement
• Course milk@$2.4*100=240%
• Course Mangoes @$0.67*100=$67%
• Course maize floor@ $0.3*100%=$30%
Cost each dish of the menu in a Standard Recipe card
(template) or use the template SRC_multiple dishes to cost
all dishes in one sheet and label each tab.

Menu 6 Cyclic Menu/Meal Plan

Dietary requirement Maize flour, Passion fruits and pork

Maize flour@$0.5*100%=$50%
1.course
Passion [email protected]*100%=$60%
2.course
Pork$0.7*100%=$70%
3.course
Enter the individual courses in the “Menu Price Balance
template_5_Day_Cycle” cost the individual menu dishes in individual Standard
recipe cards or in the spreadsheet “SRC_multiple dishes_5-day_Cycle (Each day
has a Tab marked M1-Dish 1 to M1 Dish 6[Monday] M2- Dish 1 to Dish 6
[Tuesday] and so forth)

Part B
• List the review methods you have used for each method and provide the
feedback you have received for each menu. Provide details for the methods
used to obtain feedback and details for the persons you have consulted with.

Menu 1 Method used for Feedback received – Details

feedback
How/Who?
Sampling method by The feedback received includes the usage of
Dish 1 medical students by this food among most of the residents. Most
using various small of the people at the urban centres find it
quantities of foods easy to take this kind of food at any level
such as rice and Most of the food like maize flour are used by
maize floor. men as energy giving foods to enable them
cope up with the normal task
Use of questionnaires The questionnaires clearly indicated that
Dish 2 This was used by most of the food collected were majorly
community members handled in rural areas but very few in urban
in identifying the areas.
 problems affecting the
dietary needs and
possible solution to
this problem.
Use of interviews by Most of the people living in rural areas were
Dish 3 researchers with able to acknowledge that energy giving
community members foods are the best for them in relation to
in order to find out the what they usually do at the community
best meal of the day at level,e.g in farms.
the remote areas and
people living in urban
areas.

Menu 2 Method used for Feedback received – Details

feedback
How/Who?
Observation The meals were in large quantities and met
Dish 1 the required condition.

Sampling Various samples indicated that the food was

Dish 2 in good condition and good for human
health.
Interviewing Most of the people acknowledge that the
Dish 3 food is favourable ad healthy.
Menu 3 Method used for feedback: How/Who? Feedback received – Details
Sampling technique Most of the food sounds
Dish 1 effective and ready for
consumptions
Quantitative analysis There was a large quantity of
Dish 2 meals

Observation It is clearly indicated that the

Dish 3 meals were in accordance to
the customers’ expectations.

Menu 4 Method used for feedback: How/Who? Feedback received – Details

Observations The observations include the
Dish 1 quantity and appearance and
also occurrence of dieted
meals.
Sampling Various samples showed that
Dish 2 the food was good and sound
effective for all customers.
Use of questionnaires Most of the customers
Dish 3 explained how the dietary end
s is helping them to live a
healthy lifestyle.

Menu 5 Method used for feedback: How/Who? Feedback received – Details

Qualitative analysis The quality of the meals was in
Dish 1 accordance with the
expectations of health
PRactitioners.
Quantitative analysis The analysis shows that the
Dish 2 diet was quite enough for all
customers.
Observation The meals dirty was in order
Dish 3
Menu 6 Method used for Feedback received – Details
feedback
How/Who?
Observation The meals were stored in good hygienic
Day 1 conditions

Questionnaires Most of the answers to question given were

Day 2 input of the community members of which
most of them outlined enough food to
customers but still there is poor provisions of
services.

Sampling The samples collected were tested in the

Day 3 laboratory and results were good.

Interviews Most of the interviewed residents outlined

Day 4
the negative impact of the services offered.
Quantitative analysis The analysis suggested that the food
Day 5 available were in order and in large
quantities as expected.
• Identify which factors would suggest that changes need to be made to your
menu items.
Items availability of meals in the storage site

Availability of nutrient officer to give guidance on the way to go

Availability of willing community members to change and adapted to the well-developed

structure of maintaining and arranging dietary meals.

Part C
• Apply the feedback you have received to the relevant menus or dishes and
adjust the costing in a new template or added tab. Clearly mark these as V2
(Version 2) or “revised”.

• Attach the revised changes to this project for submission.

Dietary requirements feedback Menus or dishes

Maize flour, Passion fruits In this menu and diet the Menus 6
and pork feedback plays a major role
in outlining the importance
of pork in our diet and Maize
four in reference to men who
need a lot of energy giving
foods.
Orange ,rice, meat Rice at this place has been Menus 3
used to refer to the residents
living in urban centres
,because they are not
subjected to heavy task.
Sukuma wiki, maize flour Most of the people are Menus 1
,tomatoes vegetarian hence lack of
Sukuma wiki in their diet is
not good, maybe due to their
beliefs or due to the
availability of good eyesight
 or vitamin A and minerals
salts from vegetables.
Mangoes ,eggs and maize It is a diet applied to those Menus 4
flour subjected to heavy meals
and those carrying out
heavy tasks. The eggs here
are used to provide protein
in repairing worn out body
parts after work Maize flour
is a source of energy to the
body and mangoes contain
vitamins and minerals salts.
Maize flour, mangoes and The presence of this diet in Menus 5
milk nutrition is applied in
contexts for farmers in
remote areas as well as
those working in
construction sites.
Tomatoes ,Sugarcane and It is applied during lunch Menus 2
eggs time hours to those relaxing
or even working but not
subject to heavy tasks.

2. Attach the revised changes to this project for submission.

The information attached below clearly display the changes made in the project in
order of their occurrence from part A, B and C

Revised changes includes;

Part A

Part B

Part C

V2 Part A

Menu to be developed Menu type (all required Evaluation of each menu

overall) (use at least 2 methods
overall)

Recipe Source: Futura special diets that are part customer satisfaction
Group, e-coach recipes of contemporary discussions The
SITHKOP004 Other: No. of Australian society: customers need to get
serves: 10 Selected food includes satisfied on the food
children 15 Fluids@$4.5/7.5*100%=$60 being provided as well
as the services they
men 5 % foods that includes
get from the hotels.
women girls porridge, tea and any other This may access hand
drinks. It plays a major role washing facilities in
in improving the water order to promote
quantity of the body as well personal hygiene
as nourishing it. Water in the which is very
body acts as medium for important. Customers
also need affordable
chemical reaction, as well as
prices in order to
a metabolism for transfer of access food at their
substances food own cost. Expensive
preferences foods tend to send
@$5.5/7.5*100%=$73.33% customers away in
there are some people that such instances they
have different preferences can’t afford buying the
food as well reducing
for food. The elderly for the number of
instance like taking a certain customers in a hotel.
amount of food as compared Customers need to be
to others. They like satisfied in the
traditional forms of foods as response of the
compared to modern foods service providers of
the business areas
or those foods arising for
Satisfaction
geometrical generation. discussions with
Girls for this instance prefer Health professionals
foods that will add up iron in Health professionals
the blood. This is because play a major role in
they tend to lose more iron determining the
in their menses. Men prefer nutritional value of the
people. They create
taking energy giving foods
an area for coming up
like carbohydrates that will with good food that is
help them gain more energy relevant to our diet as
which is important in their well the progress of
daily activities our life.
Menu 2: seeking staff suggestions
for menu items Seeking
staff suggestions for menu
Recipe Source: Futura items is of great importance
Group, e-coach recipes in understanding the items
SITHKOP004
needed as well as the food
Other: that is necessary to our
No. of serves: 15 health. Menu items play a
women 5 major role in providing a
wide chance for customers
girls 15 to choose their favourites,
thus Staff suggestions play
men 10
a major role in determining
elders the importance of a menu as
well it helps in coming up
with good items.
Satisfaction discussions
with Health professionals
The Health professionals
have played a major role in
determining the nutrient
used by the customers
There suggestions are
important in shaping the
menu of the restaurants
according to the taskforce of
the client ,time to take
certain food as well as
appropriate maintenance of
the diet.
Menu 3: customer surveys This
include researches that are
Recipe Source: Futura done by customers in order
Group, e-coach recipes to come up with the best
SITHKOP004 Other: No. of meals so far They also do
serves: 20 surveys in order to find if the
people that is 5 women meals of their interest is
,8 men being offered at normal
and 7 ladies prices seeking staff
suggestions for menu items.
Arranging meetings with
staff members to seek
their suggestions on the
menu provided. They
provide various means that
are helpful in improving
menu items.
Menu 4: Selected food groups from Customer surveys
the group of Australian Customer surveys play an
foods important role in
Recipe Source: Futura halal@ $4.5/7.5 understanding the
Group, e-coach recipes *100%=$60% food cost appearance and behaviour
SITHKOP004
Halal is a form of Islamic of customers.
Other: religion that involves giving Regular staff meetings
No. of serves: 15 her offering sacrifices to that involve menu
children 12 Allah to appease the gods. discussions As well as the
men 3 In most case as results of progression on hygienic
this the Muslims tend to control of food handlers In
women
avoid taking meat from the hotel.
animals slaughtered by
Christians, because of
certain beliefs. Vegetarian
@3.5/7.5*100%=$46.66%
some people like vegetables
to be included in their meals,
just because it is sweet,
always available or even if it
believes that it adds value to
the body. Vegetation is of
great importance in the body
has it adds vitamin and
minerals to the body that is
essential in protecting the
body from various disease.
Menu 5: customer surveys This
include the availability of the
customer in the study work
Recipe Source: Futura in order to understand the
Group, e-coach recipes challenges being
SITHKOP004
addressed to the problem
Other: and possible ways to solve
No. of serves:16 such problems.
men

Menu 6: main types of customer Regular staff meetings

groups that have special help in identifying various
dietary requirements: 2 problems that may arise in
Recipe Source: Futura food items selected from the study as, from the
Group, e-coach recipes the group includes the meetings the problems with
SITHKOP004
following. meals being offered can
Other: 1 selection must be for a easily been identified and
No. of serves: 6 1-week cyclic menu solution found to such
men 10 children problem
Monday At breakfast they
women 11 Bread @ seeking staff suggestions
men $0.25*100%=$25% at for menu items Seeking
breakfast Tea @ $0.1 staff suggestions is of great
*100=$10%at breakfast importance, as will help to
Lunch time Rice find a sustainable solution to
@$1.00*100=$10% Supper the problem being
Chapatti addressed and recommend
@$4.1/7.5*100=$54.66% the challenges Satisfaction
Tuesday Breakfast Cakes discussions with Health
@$1.2*100=$120% professionals When health
Porridge @$0.2*100=$20% officers make necessary
Lunch time suggestions on nutritional
rice@$0.7*100=$70% requirements, the it is
Supper Rice necessary that the food will
@$0.5*100=$50% be available for all at a
Wednesday Breakfast quality price and quantity
Porridge@$0.3*100=$30% enough
Lunch rice@
$3.2*100%=$320% supper
spaghetti
@$0.7*100%=470%
Thursday Breakfast Strong
tea @$2.3*100=$230%
Lunch Chapatti @$
1.2*100%=$120% Supper
Rice @$4.5*100=$450%
Friday Break fast Porridge
@$1.2*100=$120% Lunch
Rice @$3.4*100=$340%
Supper
vegetables@$1.2*100=$120
%

international tourists
Monday breakfast Bread @
$0.35*100%=$35% Tea @
$0.2*100%=$20% Lunch
time Rice
@$1.00*100%=$100%
Supper Chapatti
@$3.1*100%=$310%
Tuesday Breakfast Cakes
@$1.3*100%=$130%
Porridge
@$0.3*100%=$30%
Lunch time
rice@$0.8*100%=$80%
Supper Rice
@$4.1*100%=$410%
Wednesday Breakfast
Porridge@$0.3*100%=$30
% Lunch rice@
$0.2*100%=$20% supper
 spaghetti
@$0.7*1005=$70%
Thursday Breakfast Strong
tea @$1.3*100%=$130%
Lunch Chapatti @$
0.2*100%=$20% Supper
Rice @$0.5*100%=$50%
Friday Break fast Porridge
@$0.3*100%=$30% Lunch
Rice @$0.1*100%=$10%
Supper
vegetables@$3.2*100%=$3
20%

Part B V2

Menu 1 Method used for feedback Feedback received –

How/Who? Details
Dish 1 Sampling method by The feedback received
medical students by using includes the usage of this
various small quantities of foods among most of the
foods such as rice and residents. Most of the
maize floor people at the urban centres
find it easy to take this kind
of food at any level Most of
the food like maize floor are
used by men as energy
giving foods to enable them
cope up with the normal task
Dish 2 Use of questionnaires This The questionnaires clearly
was used by community indicated that most of the
members in identifying the food collected were majorly
problems affecting the handled in rural areas but
dietary needs and possible very few in urban areas
solution to this problem.
Dish 3 Use of interviews by Most of the people livening
researchers with community in rural areas were able to
members in order to find out acknowledge that energy
the best meal of the day at giving foods are the best for
the remote areas and them in relation to what they
people living in urban areas usually do at the community
leve,e.g in farms
Menu 2 Method used for feedback Feedback received –
How/Who? Details

Dish 1 Observation The meals were in large

quantise and met the
required condition
Dish 2 Sampling Various sample indicated
that the food was in good
condition and good for
human health.
Dish 3 Interviewing Most of the people
acknowledge that the food is
favourable and healthy.

Menu 3 Method used for feedback Feedback received –

How/Who? Details
Dish 1 Sampling technique Most of the food sounds
effective and ready for
consumptions
Dish 2 Quantitative analysis There was a large quantity
of meals
Dish 3 Observation It is clearly indicated that the
meals was in accordance to
the customers’ expectations.

Menu 4 Method used for feedback Feedback received –

How/Who? Details

Dish 1 Observations The observations include

the quantity and appearance
and also occurrence of
dieted meals.
Dish 2 Sampling Various samples showed
that the food was good and
sound effective for all
customers

Dish 3 Use of questionnaires Most of the customers

 explained how the dietary
end s is helping them to live
a healthy lifestyle.

Menu 5 Method used for feedback Feedback received –

How/Who? Details

Dish 1 Qualitative analysis The quality of the meals was

in accordance to the
expectations of health PR
actioners
Dish 2 Quantitative analysis The analysis shows that, the
dietary was quite enough for
all customers
Dish 3 Observation The meals dirty was in order

Menu 6 Method used for feedback Feedback received –

How/Who? Details

Day 1 Observation The meals were stored in

good hygienic conditions
Day 2 Questionnaires Most of the answers to
question given were input of
the community members of
which most of them outlined
enough food to customers
but still there is poor
provisions of services

Day 3 Sampling The sample s collected were

tested in the laboratory and
results were good
Day 4 Interviews Most of the interviewed
residents outlined the
negative impact of the
services offered.
Day 5 Quantitative analysis The analysis suggested that
the food available were in
order and in large quantities
as expected
PART C V2

Dietary requirements feedback Menus or dishes

Maize flour, Passion fruits In this menu and diet the Menus 6
and pork feedback plays a major role
in outlining the importance
of pork in our diet and Maize
four in reference to men who
need a lot of energy giving
foods.
Orange rice meat Rice at this place has been Menus 3
used to refer to the residents
living in urban centres
,because they are not
subjected to heavy task
Sukuma wiki, maize flour Most of the people are Menus 1
,tomatoes vegetarian hence lack of
Sukuma wiki in their diet is
not good, maybe due to their
believes or due to the
availability of good eyesight
or vitamin A and minerals
salts from vegetables
Mangoes ,eggs ,maize flour It is a diet applied to those Menus 4
subjected to heavy meals
and those carrying out
heavy tasks. The eggs here
are used to provide protein
in repairing worn out body
parts after work Maize flour
is a source of energy to the
body and mangoes contain
vitamins and minerals salts.
Maize flour, mangoes and The presence of this diet in Menus 5
milk nutrition is applied in
contexts for farmers in
remote areas as well as
those working in
construction sites Menus
5
Tomatoes ,Sugarcane and It is applied during lunch Menus 2
eggs time hours to those relaxing
or even working but not
subject to heavy task.
Men Assessment Criteria Comment S NY S NY
u S S
Identify menu requirements.
The dietary requirements for each menu are identified ☐ ☐ ☐ ☐
Where required professional assistance is sought to
clarify

☐ ☐ ☐ ☐

specify menu requirements

The assistance source is provided ☐ ☐ ☐ ☐
The implications of ingredient choices for each menu ☐ ☐ ☐ ☐
dish are identified where relevant (e.g. Coeliac)
☐ ☐ ☐ ☐
☐ ☐ ☐ ☐
☐ ☐ ☐ ☐
☐ ☐ ☐ ☐
Feedback:

Menu 1:

Menu 2:

Menu 3:

Menu 4:

Menu 5:

Menu 6:

Develop menus and meal plans for special diets.

The menu contains the number of dishes/choices as ☐ ☐ ☐ ☐
per instruction relevant for the menu type
The dishes provided use a seasonal variety where ☐ ☐ ☐ ☐
relevant
The methods of cookery used for the dishes within
one menu type provide variety and repetitions are ☐ ☐ ☐ ☐
avoided

The ingredients included for each dish are suitable for

inclusion for the relevant type of dietary requirements ☐ ☐ ☐ ☐
(Fat, sugar, Gluten-free etc.)
The methods of cookery used for each menu type are
suitable for the specific dietary requirement (consider ☐ ☐ ☐ ☐
deep-frying is not suitable in a low-fat diet)
The colours within dishes and in a menu type are ☐ ☐ ☐ ☐
appealing
Dishes within a menu type provide a variety of tastes ☐ ☐ ☐ ☐
Dishes within a menu type provide a variety of ☐ ☐ ☐ ☐
different textures
The cyclic menus provide variety/appeal ☐ ☐ ☐ ☐
The cyclic menus are nutritionally balanced ☐ ☐ ☐ ☐
The vegetarian options of the cyclic menus are ☐ ☐ ☐ ☐
nutritionally balanced and interesting
Main dishes or menus provide an acceptable
nutritional balance according to Australian Healthy ☐ ☐ ☐ ☐
guidelines for adults
The dishes / menu type is/are suitable for the clientele ☐ ☐ ☐ ☐
identified in section 1
The menus are written, using correct terminology and ☐ ☐ ☐ ☐
spelling
Feedback:

Menu 1:

Menu 2:

Menu 3:

Menu 4:

Menu 5:
Menu 6:

Cost and document special menus and meal

plans
Each commodity is listed in a standard recipe card ☐ ☐ ☐ ☐
The yield test values are establishes in a yield test ☐ ☐ ☐ ☐
sheet
The correct methods are used to calculate yields and ☐ ☐ ☐ ☐
net costs
Each dish is costed in the standards recipe card ☐ ☐ ☐ ☐
The correct formulas are used for each type of ☐ ☐ ☐ ☐
calculation
The food cost for each Menu (1-5) does not exceed ☐ ☐ ☐ ☐
$7.50
The food cost for each cyclic Menu (6) does not ☐ ☐ ☐ ☐
exceed $6.00
The profitability/maximum for each dish or menu is ☐ ☐ ☐ ☐
identified

All calculations are attached for reference as ☐ ☐ ☐ ☐

instructed for each menu type
☐ ☐ ☐ ☐
☐ ☐ ☐ ☐
Feedback:

Menu 1:

Menu 2:

Menu 3:

Menu 4:
Menu 5:

Menu 6:

Monitor special menu performance. S NY S NY

S S
2 different feedback methods are used to evaluate ☐ ☐ ☐ ☐
menus
The feedback is detailed ☐ ☐ ☐ ☐
The feedback sources are provided ☐ ☐ ☐ ☐
The feedback sought is sufficient to evaluate each ☐ ☐ ☐ ☐
menu
☐ ☐ ☐ ☐
☐ ☐ ☐ ☐
☐ ☐ ☐ ☐
Feedback:

Menu 1:

Menu 2:

Menu 3:

Menu 4:

Menu 5:

Menu 6:

Monitor special menu performance.

The menu /dishes is evaluated using evaluation ☐ ☐ ☐ ☐
methods as a result from feedback
The feedback is collated and attached ☐ ☐ ☐ ☐
The feedback is interpreted correctly ☐ ☐ ☐ ☐
The feedback is incorporated in each menu item ☐ ☐ ☐ ☐
The costings are adjusted according to feedback ☐ ☐ ☐ ☐
received
The amended menu items are attached ☐ ☐ ☐ ☐
The amended menu items reflect the feedback ☐ ☐ ☐ ☐
received
The amended costings are attached. ☐ ☐ ☐ ☐
Feedback:

Menu 1:

Menu 2:

Menu 3:

Menu 4:

Menu 5:

Menu 6: