SITHKOP002 Plan and Cost Basic Menus :
Assessment cover sheet
| Unit: | SITHKOP002 Plan and Cost Basic Menus |
| Course Name: | SIT40516 Certificate IV in Commercial Cookery |
| Training Package: | SIT |
| Assessment Type: | Written Questionnaire, Assessment |
| Student Must Fill this Section | ||||
| Student Name: | ||||
| Student ID: | Term: | Year: | ||
| Privacy Release Clause: | “I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”. | |||
| Authenticity Declaration: | “I declare that: The material I have submitted is my own work;I have given references for all sources of information that are not my own, including the words, ideas and images of others”. | |||
| Student Signature: | Date: | |||
| Assessment Outcome | ||||||||||
| Assessor Name: | ||||||||||
| Attempt and Tasks | Satisfactory | Not Yet Satisfactory | Date | Assessor Signature | ||||||
| Initial attempt | | | ||||||||
| Re- attempt/Re-assessment | | | ||||||||
| Task 1 | | | ||||||||
| Task 2 | | | ||||||||
| Task 3 | | | ||||||||
Assessor Feedback to Students
| Assessment Outcome: | Competent | Not yet Competent | ||
| Assessor Name: | ||||
| Assessor Signature: | ||||
| Information for Student: |
| All work is to be entirely of the student. |
| General Information for this assessment: Read the instructions for each question very carefully. Be sure to PRINT your FIRST name & LAST name in every place that is provided. Short questions must be answered in the spaces provided. For those activities requesting extra evidence such as: research reports, essay reports, etc. The student must attach its own work formatted in double space, Arial 12 pts. All activities must be addressed correctly in order to obtain a competence for the unit of competency. If the student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment. Re-submission of assessment after the term will incur additional fees. |
| Re-assessment of Result & Academic Appeal procedures: |
| If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Chief Executive Officer. This should be submitted after completion of the subject and within fourteen days of commencement of the new term. Re-assessment Process: An appeal in writing is made to the Academic Manager providing reasons for re-assessment /appeal. Academic Manager will delegate another member to review the assessment. The student will be advised of the review result done by another assessor. If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Academic Manager or if need be an external assessor. The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final. If the student is still not satisfied with the result, he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency. Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject. The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid. Academic Appeals: If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol. To appeal a decision, the person is required to complete the TKL- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details: Student Support Officer, TKL College Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 , Email: [email protected] The notice of appeal should be in writing addressed to the Chief Executive Officer and submitted within seven days of notification of the outcome of the re-evaluation process. If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit. In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate. The decision of Chief Executive Officer will be final. Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy. |
Assessment Requirements
You are required to complete and pass every task in the assessment in order to be deemed competent.
Assessment Schedule
| Task | Due Date | Student Signature | Trainer Signature | Comments |
| Task 1- 3 | Week 5 |
Task 1: Written Questionnaire
Submission Details of SITHKOP002 Plan and Cost Basic Menus Assessment
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See instructions below for details.
Plan and Cost MenusTask Summary
You need to answer all of the written questions correctly.
Your answers must be word processed, submit online at a time and date advised by your assessor.
Required Resources
- Access to textbooks/other learning materials
- Computer and Microsoft Office
- Access to the internet
Assessment Criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Re-submission Opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
Instructions
You must answer all questions in this task correctly.
You must answer the questions by typing your answers in Microsoft Word or a similar program and submit online. If there are tables included in your task that you need to fill out, you may choose to recreate them in a word processing application. If you have been provided with an electronic version of this booklet, you may prefer to type your answers directly into the document.
The following written questions may use a range of ‘instructional words’ such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example, ‘Describe three strategies’.
Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.
Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of two or three sentences in length.
List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.
Task 1: Provide answers to all of the questions below
QUESTION 1
What is a target customer and why is it important to identify your business’ target customer profile?
QUESTION 2
What things will you need to consider when creating a target customer profile?
QUESTION 3
What are the differing characteristics of customer groups?
QUESTION 4
List some food preferences that customers may have.
QUESTION 5 What is a menu?
QUESTION 6
List the different types of menus and provide a short description of what they are.
QUESTION 7
List different service styles with a short description of what they are.
QUESTION 8
How would you develop a suitable and effective menu?.
QUESTION 9
Why is it important to offer a balanced variety of dishes?
QUESTION 10
List some ways to include a balanced variety of dishes into the menu.
QUESTION 11
What is an itemised list and why is it important to do this?
QUESTION 12
How would you adjust the yield of a recipe?
Question 13
What will you need to include when calculating food costs and pricing menus?
QUESTION 14
List some examples of variable and fixed costs?
QUESTION 15
Why is it important to assess the cost-effectiveness of dishes?
QUESTION 16
What does the break-even point mean?
QUESTION 17
How would you write an effective menu?
Question 18
List some common menu mistakes.
QUESTION 19
List some different cuisines and explain what each one is?
QUESTION 20
Why is it important to know about different cuisines?
.
QUESTION 21
Why is it important to use descriptive writing in menus and how would you do this?
QUESTION 22
List some tips for promoting the sale of menu items.
QUESTION 23
List some ways to gather feedback from customers.
QUESTION 24
What methods can you use to assess the popularity of menu items?
Question 25
When would you need to make adjustments to a menu?
QUESTION 26
Why is it important to adjust and improve menus on a regular basis?
Task 1 – Marking Checklist
| Student Name | Student ID | ||
| Assessor Name | |||
| Assessment Date/s | |||
Outcomes
| Did the student | Satisfactory | |
| Yes | No | |
| Completed questionnaires successfully | ||
Performance indicators
| Did the student demonstrate | Satisfactory | |
| Yes | No | |
| Question 1: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 2: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 3: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 4: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 5: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 6: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 7: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 8: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 9: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 10: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 11: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 12: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 13: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 14: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 15: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 16: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 17: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 18: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 19: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 20: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 21: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 22: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 23: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 24: Has sufficient evidence and information was provided by the student for the activity? | ||
| Question 25: Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Question 26: Has sufficient evidence and information was provided by the student for the activity? |
Comments/Feedback to Students
| Outcome: | | Not yet Satisfactory | |
| Assessor Name: | |||
| Assessor Signature: |
Task 2: Assessments
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Answer the activity in detail, considering your organisational requirements.
1. Imagine you are planning a new menu for a restaurant of your choice. Create a target customer profile for that restaurant, note down any food service preferences you will need to consider and use this as guide for planning the dishes for the menu.
Prepare the menu and write product descriptions to explain each dish. Next, you should calculate the cost of producing the dishes; calculate mark-ups and set selling prices. Make sure you choose items that have a higher yield and are more profitable for the business.
Gather feedback from customers, listen and respond to their suggestions and ask questions to help inform new menu choices. Identify any unprofitable items and adjust menus to include high yield dishes.
Demonstrate that you have the skills listed above and can use computer and software programs to cost and produce menus.
Dietary preferences –
Chicken and Waffles –
Buttermilk Pancakes
Cheeseburger Chili
South Benedict –
Open-faced English muffins, poached eggs, and rish hollandaise sauce on top of a lava dish.
Bourbon French Toast
Section B: Knowledge Activity (Q & A)
Provide answers to all of the questions below, considering your organisational requirements for each one.
- What is the target customer profile for your organisation?
- What methods and formulas are used to calculate portion yields?
- What are the desired profit margins in the catering industry?
- List and explain different types of menus that can be used for different food outlets.
- Explain the different food preferences that customers may have.
- Explain the differing characteristics of customer groups.
- What are seasonal products?
- List some different types of cuisines.
- What methods can be used to assess the popularity of menu items?
Section C: Performance Activity
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Develop a menu for each menu type from the following list, and use the food preferences created in the skills activity to inform menu planning:
- À la carte
- Buffet
- Cyclical
- Degustation
- Ethnic Set Table d’hôte
- Seasonal
Set yourself commercial time constraints and produce each menu during that time.
Use a balanced variety of dishes and ingredients, and use the correct methods to work out the costs of supply for the ingredients and the portion yields.
Set prices for the menus, considering the desired profit margins and mark-up procedures to make sure the business can make a profit from the dishes.
Evaluate the success of each menu by producing a customer satisfaction survey. Work in groups and role play a staff meeting to discuss each menu and ask for any suggestions for improvements or new menu items. Make sure you take notes from these meetings to inform menu planning.
- À la carte
- Buffet
- Cyclical
Degustation
- Ethnic Set Table d’hôte
- Seasonal
Task 2 – Marking Checklist
| Student Name | Student ID | ||
| Assessor Name | |||
| Assessment Date/s | |||
Outcomes
| Did the student | Satisfactory | |
| Yes | No | |
| Completed project successfully | ||
| Did the student demonstrate | Satisfactory | |
| Yes | No | |
| Section A: | ||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Has sufficient evidence and information been provided by the student for the activity? | ||
| Section B: | ||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Has sufficient evidence and information been provided by the student for the activity? | ||
| Section C: | ||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||
| Has sufficient evidence and information been provided by the student for the activity? | ||
Performance indicators
Comments/Feedback to Students
| Outcome: | Not yet Satisfactory | |
| Assessor Name: | ||
| Assessor Signature: |
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