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03 May 2023 16:06 PM | UPDATED 1 year ago

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SITHKOP010 Plan And Cost Basic Menus

SITHKOP010 Plan And Cost Basic Menus :

SITHKOP 010

Plan and cost basic menus

STUDENT NAME:

STUDENT ID: _

ASSESSMENT RECEIPT FORM

STUDENT NAME:
STUDENT ID:
COURSE CODE:
COURSE TITLE:
TRAINER’S/ASSESSOR’S NAME:
DUE DATE
UNIT CODE AND DESCRIPTION	SITHKOP002 – Plan and cost basic menus

NOTE:

This form must be stapled on top of the Assessment Workbook upon submission.
This Assessment Receipt Form must be dated and signed in.

DECLARATION

I am aware that penalties exist for plagiarism and academic dishonesty.I am aware of the requirements set by my Trainer/Assessor.I have retained a copy of my Assessment. Student Signature: Date:

ASSESSMENT RECEIVED BY Altec College Staff
Name:
Date:
Signature:

This assessment booklet and tools has been designed for students undertaking face to face mode of study to provide information before students take assessments and contains assessment tools to assess the skills and knowledge required from students to be deemed competent in this unit.

This booklet might not be suitable for students taking other modes of study e.g., online or work based.

Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor/trainer.

The assessment booklet contains two (2) parts:

PART 1: Assessment Information: This part contains information on assessments for this unit of competency and how assessment will be conducted throughout unit to achieve the competency. It includes:

Application of the unit of competency
Purpose of assessment
Elements, performance evidence and knowledge evidence requirements of the unit
Conditions, context, required resources and location of the assessment.
Assessment tasks.
Outline of evidence to be collected.
Administration, recording and reporting the requirements including special adjustments,

appeals, reasonable adjustments and assessors’ intervention.

PART 2: Assessment Tasks: This part contains the information to successfully undertake the assessment task. In each assessment task, students will find the following information:

Task instructions.
- Role play / Project information.
- Information on resources required, where applicable.
- Appendix 1- Resources required in this unit
- Appendix 2- Menu checklists.
- Appendix 3 Raw ingredients yield test percentages.
- Appendix 4- Recipe costings.

Application of the unit of competency:

This unit describes the performance outcomes, skills and knowledge required to plan and cost basic menus for dishes or food product ranges for any type of cuisine or food service style. It requires the ability to identify customer preferences, plan menus to meet customer and business needs, cost menus and evaluate their success.

It does not cover the specialist skills used by senior catering managers and chefs to design and cost complex menus after researching market preferences and trends. Those skills are covered in SITHKOP007 Design and cost menus.

The unit applies to hospitality and catering organisations. Menus can be for ongoing food service, for an event or function, or for a food product range such as patisserie products.

It applies to cooks, patissiers and catering personnel who usually work under the guidance of more senior chefs.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Purpose of assessment:

The purpose of assessment is to determine competency in the unit SITHKOP002 – Plan and Cost Basic Menus.

Elements

Identify customer preferences.

Plan Menus.

Cost Menus.

Write menu content.

Evaluate menu success.

Performance evidence:

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and: identify and evaluate the food preferences of customer groups with differing characteristics and use to inform menu planningdevelop and cost each of the following menu types based on above information:à la cartebuffetcyclicaldegustationethnicset

table d’hôteseasonalevaluate success of the above menus by obtaining at least two of the following types of feedback:customer satisfaction discussions with:customersemployees during the course of each business daycustomer surveysimprovements suggested by:customersmanagerspeersstaffsupervisorssuppliersregular staff meetings that involve menu discussionsseeking staff suggestions for menu itemsdevelop the above menus within commercial time constraints, demonstrating:use of balanced variety of dishes and ingredientsmethods for determining costs of supply for ingredientsmethods and formulas for calculating portion yields and costs from raw ingredientsmethods for responding to feedback and adjusting menusmethods for achieving desired profit margins, mark-up procedures and ratesuse of different types and styles of menus for dishes or food production ranges.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: organisation-specific information:sources of information on current customer profile and food preferencesservice style and cuisinecosts of supply for ingredientsmethods and formulas for calculating portion yields and costs from raw ingredients:butcher’s teststandard measuresstandard yield testshospitality and catering industry desired profit margins, mark-up procedures and ratesdifferent types and styles of menus for dishes or food production ranges for different types of food outletsrange of food preferences relating to:contemporary eating habitscultural and ethnic influencespopular menu itemsquick service foodsseasonal dishes

variety of food productsdiffering characteristics of customer groups:age rangebuying powergenderincome levelsocial and cultural backgroundinfluence of seasonal products and commodities on menu contentnaming conventions and culinary terms for a variety of cuisinesformats for and inclusion of menus presented to customersmethods of assessing the popularity of menu items:customer surveyspopularity indexsales data.

Context and conditions for assessments:

To comply with the assessment condition of this unit:

Altec College will conduct project assessment for this unit in class room developing menus for its Commercial Kitchen Located at Level 8, 620 Bourke Street, Melbourne, VIC 3000 / 73-81 Murray Street, Hobart, TAS 7000 where you will have access to suitable facilities, equipment and resources.
- Kitchen has access to Altec College Kitchen, resources to assist in planning menus and food preparation lists mentioned in this unit and access to access to current commercial ingredients, price lists, recipes and purchase specifications (Please refer Appendix1 at the end of this assessment tool for detailed list of assessment resources)
- Knowledge assessment for this unit will be conducted at Altec College classroom at location identified at timetable.
- All Altec College assessor those are assessing this unit will satisfy the requirements specified in Standards for Registered Training Organisations’ requirements for assessors.

Resources Required:

The assessor will ensure that assessment is conducted in a safe environment and you have access to the following resources for the unit.

Computers with access to internet and printers
- DIDASKO learner guide for unit SITHKOP002
- Access to Altec College training Kitchen with access to equipment and documents defined in conditions of assessment above and in Appendix at the end of the guide.

Clustering/holistic assessment:

There is no provision for clustering of assessments in this unit.

Competency Requirements:

To be judged competent in this unit, you will be required to demonstrate all indicators which are

shown in the Marking Guide (assessor’s document).

You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).

Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient and valid) prior to entering results into the competency record sheet.

Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Altec College Re-Assessment Policy and Altec College Course Progress Policy.

Assessment Task:

To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified in the session plan. This will demonstrate that you have all the required skills and knowledge for this unit.

Assessment Tasks	Assessment Description	Due Date	Location of Assessment
Assessment Task 1 (AT1) – Knowledge Test	You are required to choose the correct option(s) from the choices given for the questions. You must present their assignment in a clear and professional manner.		Needs to be completed in the Altec College
	You will be given 60 mins to complete this task.		classroom
Assessment Task 2 (AT2) – Short Answers	This assessment task is short answer question which demonstrates that you have the required knowledge to plan and cost basic menus.		Needs to be completed in the Altec
	Student will be given 3 Hours to complete this task		College classroom
Assessment Task 3 (AT3) – Practical Demonstration	This is project will be completed in class where you will be planning and costing menus for Altec College kitchen. You are required to develop menus for range of menu types and you will be taking feedback from your trainer as internal customer and at least 2 of your colleagues.		Needs to be completed in classroom with access to Altec College Kitchen as industry workplace.
Assessment Task 3 (AT3) – Case Study	Read each task and question carefully. Ensure you have provided all required information in your responses. Should you require ‘reasonable adjustment’ to complete this assessment, discuss the options with your assessor prior to attempting the task. Reasonable adjustment means modifications or changes are made to an assessment to take into account an individual learner’s needs.		Needs to be completed in classroom with access to Altec College Kitchen as industry workplace.

Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and authentic.

Assessment Task 1 (AT1) – Knowledge Test	Completed knowledge test with questions answered and submit to your assessor electronically or paper-based.Complete and sign the cover sheet for assessment task.
Assessment Task 2 (AT2) – Worksheets	Answer all questions correctly in the Written Knowledge Questions and submit to your assessor electronically or paper-based.Complete and sign the cover sheet for assessment task.
Assessment Task 3 (AT3) – Project	Developed Eight (8) menus for following menu types:à la cartebuffetcyclicaldegustationethnicsettable d’hôteseasonalEvaluated success of the above menus by obtaining at least two of the types of feedback.improvement suggestions from colleagues and trainer (internal Customer).Completed and sign the cover sheet for assessment task
Assessment Task 4 (AT4)_Case Study	Review the learner’s responses to the questionsTo be deemed satisfactory in this assessment, you must complete all tasks correctly. Your assessor will determine how many attempts you are allowed for each task/question.On completion, submit your assessment to your assessor according to your training environment’s assessment submission procedures. Make sure you follow all steps in the submission process when submitting assessments to the learning platform.

Administration, recording and reporting requirements:

You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your assessor to clarify.

The assessments are intended to be equitable, fair and flexible.

Submission of assessment:

You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:

Your assessor will mark the submitted assessment, provide feedback to you and complete the comments section against each task, where applicable.
- ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are typed and that they are legible and clear, if handwritten.
- You must submit all assessments on or before the due date specified by the assessor as per the training plan.
- Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical

certificate). To arrange an extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by the trainer in writing.

You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
- Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable.
- You can submit your assessment tasks through the hand in hard copies in the classroom.

Recording an assessment result:

Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be approved by the course coordinator.

Assessors will check that you have completed the student declaration prior to filling out the assessment sheet.

Retaining assessment records:

Altec College will securely retain all completed student assessment items for each student for a period of 6 months from the date on which the judgement of competence for the student was made. Altec College will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.

All assessment records submitted to the assessor for marking will be stored and retained properly. And a hard copy submitted to student administration for filing along with the evidence.

The assessor will ensure that the student records are securely retained in accordance with the Altec College record control policy accessible by the Student Administration Officer.

Assessment outcomes:

For unit of competency:

There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience).

You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Altec College Re-Assessment Policy and Altec College Course Progress Policy.

For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.

On the individual assessment cover sheet for assessment tasks, you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria.

Re-assessment:

If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Altec College Re-Assessment Policy and Altec College Course Progress Policy. As this is a competency- based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed.

Student access to records:

You have the right to access current and accurate records of your participation and results at any time. You can see your results or attendance progress by requesting a copy of your records by contacting the student administration and the assessor.

Support:

You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor.

Reasonable adjustments and special learning needs:

Altec College works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues.

Where pre-training interviews and assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also taking into account factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment.

Any adjustments made must:

Be discussed, agreed and documented in the assessment record
1. Benefit the student.
1. Maintain the integrity of the competency standards and course requirements as stipulated in the training package.
1. Be reasonable to expect in a workplace. Reasonable adjustment may consist of:
Providing additional time for students to complete learning and assessment tasks.
Presenting questions orally for students with literacy issues.
Asking questions in a relevant practical context.
Using large print material.
Extending the course duration.
Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.

Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to either the course coordinator and/or Head of Department. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures.

Assessor intervention:

Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment. During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately.

Plagiarism, cheating and assessment dishonesty:

Altec College considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and cheating is treated on a case-by-case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to Altec College’s Assessment Policy.

Assessor feedback:

Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will be given to you and you must keep a copy of it throughout the completion of the course.

Student Declaration:

I (Student Name) have read and understand the information provided above and also understand and accept that any act of plagiarism and academic dishonesty may have penalties including cancellation or suspension of my enrolment with ALTEC College. I further declare that:

All assessment work submitted for this unit competency is my own original work and plagiarism and collusion has not occurred.
Assessment work has not been copied or submitted for any other unit/course.
I have taken proper care and effort to ensure my work has not been copied by another person.
I have retained a copy of this assessment for my own records in the event I have to reproduce my work.
I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.

Student Signature: Date: / /

Assessment Cover Sheet: Assessment Task 1 (AT1)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency	SITHKOP010 – Plan and Cost Recipes
Assessment Task	Knowledge Test
Due Date
Date of Submission
Assessment Outcome	Satisfactory	□	Not Satisfactory	□	Not completed	□
Date
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor		Student
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks Google check for plagiarism o Yes oNo Check for Copying/Collusion o Yes oNo Check for Authenticity (own work) o Yes oNo Cheating or use of model answers o Yes oNo Signature: Date:		I have received, discussed and accepted my result as above for this task and I am aware of my appeal rights. Signature: Date:

Assessment task 1: Knowledge Test

Required documents and equipment:

Computer with internet connection to refer to various resources.
Student assessment booklet and a pen (organized by the student).
Altec College Learners’ resources for the SITHKOP010- Plan and Cost Recipes. (Organised by the trainer).
Learner’s notes

Instructions for students:

This assessment will be conducted in the Altec College classroom with access to the resources listed above.

You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.

Planning the assessment

Recommended date for assessment: [Trainer to provide]
Access all resources mentioned in required resources either printed copies or access via the internet
Time required for assessment: 60 mins
You must:
- Answer all the questions satisfactorily to be deemed competent
- Complete the assessment and submit in due timelines
- Submit with a completed assessment cover sheet
Your assessor will set a time to provide feedback

Evidence specifications:

At the end of the assessment, you will be required to submit the following evidence before the due date specified by the assessor:

You are required to submit a completed (ticked) multiple choice question listed in the Knowledge test.
Completed and signed cover sheet for assessment

Evidence submission:

Documentation can be submitted electronically or paper based.
Your assessor will record the assessment outcome on the assessment cover sheet.

Q1. Which statement most accurately describes a customer profile?

It’s a tool you can use to get feedback from customers regarding their preferences.
It identifies which dishes are most popular with customers so you can retain them on your menu.
It identifies who exactly your most frequent customers are and gives you information about them which helps you analyse their food preferences.
It determines where you locate your business.

Q2. Why is it important to analyse the food preferences of your customer base?

So you can choose dishes which meet their needs.
So you can meet health and safety requirements.
So, you can tell if your dishes are profitable enough to put on the menu.
So you can adjust the menu based on their feedback.

Q3. How can you generate new ideas when planning new dishes?

Select dishes from old menus you have used before.
Discuss recipes and menu options with customers and survey suppliers for ingredient availability.
Cook potential dishes during weekly team meetings and discuss how to vary current dishes.
Look at trade and other magazines, online reviews and social media engagements.

Q4. All menu types can be grouped into five broad menu classifications. What are the five menu classifications?

À la carte, degustation, theme, cyclical, smorgasbord
À la carte, table d’hote, banquet, smorgasbord.
Table d’hote, à la carte, function, cyclical, buffet
Function, cyclical, carte du jour, novelty, smorgasbord.

Q5. What’s the most effective way to analyse customer preferences?

Reviewing customer surveys.
Collating customer satisfaction and complaints sheets.
Doing a stocktake.
Checking the sales data.

Q6. What are three important things to keep in mind when planning new dishes?

The organisation’s popularity index, sales data and customer surveys.
The organisation’s customer base, service style and cuisine.
The organisation’s standard measures, butcher’s tests and standard yield tests.
The organisation’s standards of spelling, grammar and punctuation.

Q7. You must ensure that your menu includes a variety of dishes for the style of service and cuisine. What are two things you can check when assessing variety?

(a) Assess it for culinary and nutritional balance.

Assess it for cost-effectiveness and profitability.
Assess it for yield and cost of raw ingredients.
Assess it for taste, texture and appearance.

Q8. What must you itemise to accurately cost dishes?

All ingredients in the recipes or food production items.
All ingredients that yield less than 100%.
All ingredients that yield 100%.
All proposed components of the dishes or food production items.

Q9. Which formula would you use to calculate actual food cost from raw ingredients which yield 100%?

Purchase weight ÷ purchase unit × 100 = actual food cost.
Purchase unit cost × usage % = actual food cost.
EPQ ÷ APQ = actual food cost.
Quantity required ÷ yield % = actual food cost.

Q10. You have assessed your menu items for cost-effectiveness. Which ones should you choose to place on the menu?

The menu items with low yield.
The menu items with the largest usage percentage.
The menu items with high yield.
The menu items with the highest food cost percentage.

Q11. What is your most important goal when pricing dishes?

Ensuring maximum profitability.
Making sure all menu items have the same food cost percentage.
Preparing and designing a clear and descriptive menu so the dishes and selling price are clear.
Ensuring prices are similar to your competition’s selling prices for similar menu items.

Q12. Which dish might appeal to business executives in a fine dining restaurant?

Fish and chips with salad.
Beer-battered barramundi with choice of chips or steamed vegetables.
Indian-style barramundi with cauliflower.
Pan-roasted Daintree barramundi, cauliflower, satay spices, yoghurt and barberries.

Q13. Which is the correct name for a style of cuisine?

Fare of the sea.
Hot and spicy.
Rice and grains.
Modern Australian.

Q14. Why is it important to use descriptive writing in your menus?

To impress restaurant reviewers with your menu items.
To promote the sale of dishes.
To fill up the white space in the formatting of your menu.
To make sure customers remember your dishes,

Q15. Why do you need to seek ongoing feedback from customers and others?

To ensure dishes appeal to customers and improve sales performance.
You don’t need to seek ongoing feedback from customers or others.
To change your customer profile if necessary.
So you have something to contribute at staff meetings.

Q16. What are three ways to assess the success or popularity of your dishes?

Analyse customer profile, customer preferences, customer surveys.
Analyse customer feedback, sales data, popularity index
Seek feedback, use descriptive writing, itemise ingredients.
Identify organisational service style, cuisine and customer base.

Q17. What information should you base adjustments to your menus on? d

Butcher’s tests and standard yield tests.
Portion sizes and portion yield from ingredients.
Feedback and profitability.
Culinary balance and nutritional balance.

Assessment Cover Sheet: Assessment Task 2 (AT2)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency	SITHKOP002 – Plan and Cost Basic Menus
Assessment Task	Worksheets
Due Date
Date of Submission
Assessment Outcome	Satisfactory □ Not Satisfactory □ Not completed □
Date
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor		Student
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks Google check for plagiarism o Yes oNo Check for Copying/Collusion o Yes oNo Check for Authenticity (own work) oYes oNo Cheating or use of model answers o Yes oNo Signature: Date:		I have received, discussed and accepted my result as above for this task and I am aware of my appeal rights. Signature: Date:

Assessment task 2: Worksheets

Required documents and equipment:

Computer with internet connection to refer to various resources.
Student assessment booklet and a pen (organized by the student).
Altec College Learners’ resources for the unit SITHKOP002 – Plan and Cost Basic Menus. (Organised by the trainer)
Learners Notes.

Instructions for Students

This assessment will be conducted in Altec College classroom with access to the resources listed above.

You must satisfactorily answer all Worksheet questions to be deemed Satisfactory for this assessment.

Planning the assessment:

Recommended date for assessment – [Set a date as per timetable]
Access all resources mentioned in required resources either printed copies or access via the internet
Time required for assessment: 3 hours
You must:
- Answer all the questions satisfactorily to be deemed competent.
- Complete the assessment and submit in due timelines.
- Submit with a completed assessment cover sheet.
Assessor will set a time to provide feedback.

Evidence specifications:

At the end of the assessment, student will be required to submit the following evidence before the due date specified by the assessor:

Completed answer sheet with all questions answered.
Completed and signed cover sheet for the assessment.

Evidence submission:

Documentation can be submitted electronically or paper-based.
Assessor will record the assessment outcome on the assessment cover sheet.

SECTION 1: Identify customer preferences.

Q1: List three sources where you might obtain information on your organisation’s customer

profile and food preferences.

Q2: What is the profile of customers in your workplace or training environment? Include the following in your response: age, gender, income range, social and cultural background.

Q3: To ensure the success of your menus, you must begin by analysing your customer base and their food preferences. List three questions you might ask to confirm their preferences.

Q4: Can you identify the customers’ food preferences? Match the menu items to the customers based on their characteristics. Record your answers in the table provided.

Menu	Customer
Early bird special! 12.95 Soup of the day Choice of salad or bread roll Includes cuppa and cake
Seared scallops on sautéed potato & parmesan gnocchi with chanterelles & garlic sauce 34.00 Aged rump of wagyu beef with sautéed mushrooms, pomme mousseline, red wine sauce 37.00
Steak and chips with salad 14.95 Grilled vegetable wrap 11.95 Mini fish and chips 8.50
Classic burger and chips 10.95 Half chicken and chips 10.95 BBQ chicken and bacon roll 8.95

Q5: Based on the types of entrées offered on the menu in Q3, what is the restaurant’s

organisational service style and cuisine.

Q6: Match the food outlet information to the appropriate service style.

Select from the following options: fast food, fine dining, casual dining, bistro dining, café

Outlet information	Service style
Disposable paper placemats
This small café changes its menu often and writes selections onto a blackboard.
Flip stand in the centre of the table.
A single laminated A4 sheet of paper with the menu printed on the front and back.
Stylish print bound in a leather folder.

Q7: Describe the key features and inclusions of the following types and styles of menus.

a) À la carte

b) Table d’hote (set menu)

c) Function

d) Cyclical

e) Buffet

f) Degustation

g) Ethnic

Q8: What type of menu would suit the following types of businesses? Enter your responses

in the space provided.

Type of business	Menu type
A wedding reception centre
A prison
A casual Mexican restaurant

Q9: You have been asked to review the following draft menu and have listed the characteristics of each dish in the chart below to assist with checking that a balanced variety of dishes or food production items are included. Use the draft menu and corresponding characteristics chart to answer the following questions

Dish	Colour	Main ingredient	Flavour	Cooking method	Texture	Size & shape	Temp
Appetiser	White & orange	Sea perch, pumpkin	Subtle & spicy	Baked	Smooth	One large item / triangle	Cold
Soup	Orange & white	Pumpkin	Subtle	Boiled	Smooth & creamy	One large item	Hot
Main course	Brown	Lamb	Strong (mustard / fruit / herb)	Grilled	Tender	Two medium round items	Hot
Dessert	White & red	Cream cheese & raspberry	Rich, sweet & tart	Baked	Smooth	One large round item	Cold

a) Asses the menu and characteristics chart and identify the three imbalances with this menu.

b) How can you generate a range of ideas for dishes to fix the imbalances in the proposed menu?

c) List three criteria that must be met when choosing feasible dishes for the new menu.

Q10: When calculating the cost of proposed dishes, you need to know how much each complete dish costs. List five dish components or food production items that should be itemised in your establishment’s spreadsheet or database for planning and costing standard recipes.

Q11: What documents can you use to identify the purchase price or cost per unit of each ingredient?

Q12: List the three standard measurements you would use when itemising ingredients and calculating portion yields and/or costs from raw ingredients. Provide an example of each one

Q13: You buy 10 kg carrots. After washing, peeling and trimming you have 9 kg left.

Calculate the yield % of the carrots. Show the formula you used and how you arrived at this figure.

Q14: You have obtained the following butcher’s yield information about whole raw chickens

As purchased quantity (APQ) – 10 kg

Edible portion quantity (EPQ) – 6 kg

Usable trim weight – 2.5 kg

Waste trim weight – 1.5 kg

Calculate the yield % of the chicken using the butcher’s test. Show how you arrived at this figure.

Q15: Calculate the usable trim % of the chicken using the butcher’s yield test. Show how you arrived

at this figure .

Q16: Calculate the waste % of the chicken using the butcher’s yield test. Show how you arrived at this figure.

Q17: Read the following information and calculate the food cost percentage for this dish. Show your working out. Round your answers up to two decimal places.

Portion cost for recipe: $7.62

Selling price: $25.90

Q18: List the three standard measurements you would use when itemising ingredients and calculating portion yields and/or costs from raw ingredients. Provide an example of each one.

Calculate the profitable selling price of the dish.

Calculate the GST.

What is the GST-inclusive selling price of the dish?

Q19: How do seasonal products and commodities influence the types of recipes and dishes you choose for a menu?

Q20: You have been asked to calculate the cost of a new dish based on the portion yields calculated in your establishment’s software system. What financial records might you need access to ensure the cost of the new dish is financially viable and results in the establishment making a profit?

Q21: Read the recipe provided. Use your creative skills to rewrite this dish name and description using words that appeals to well-travelled baby boomers with high buying power. It is for a menu in an upmarket, inner-city a la carte restaurant located in your state or territory.

Make sure the updated wording reflects current dining and cultural trends. Be sure to include any relevant geographical descriptors or cuisine style.

Recipe: Yellowtail kingfish with salad Retail price: $35.90

Ingredients and method
Sashimi-grade Yellowtail Kingfish
Chermoula Coriander Flat-leaf parsley Garlic Ground cumin Sweet paprika	Cayenne pepper Lemon juice Extra virgin olive oil	Moroccan Salad Preserved lemon Green olives Flat-leaf parsley Red onion Extra virgin olive oil Lemon juice
Make the Chermoula: finely chop coriander and parsley leaves together in a food processor. Add remaining ingredients and mix well. Place fish on a large piece of plastic wrap and coat well with Chermoula, roll over and coat underside. Wrap tightly in the plastic wrap and refrigerate for about 45 minutes, then remove from fridge and set aside in a cool place for a further 15 minutes.Meanwhile, make Moroccan Salad: combine all ingredients, cover and set aside.Heat a frying pan. Wipe excess Chermoula off fish. Add olive oil to pan and sear fish all over for a minute or so each side until well coloured. Remove pan from heat, cover and leave to rest for a few minutes.Cut into thick slices and serve with couscous and Moroccan Salad.

Q23: Your establishment has recently updated its seasonal menu for Summer, and you notice customers have been asking for a dish that is no longer available. Your colleague tells you that the dish is only available on the Autumn and Winter menu.

a) You want to propose the dish be re-introduced to the summer menu. Who can you go to for feedback and to determine if it the dish is a viable option at this time of year?

b) Your manager tells you that due to seasonal availability and cost of ingredients, the dish was removed from the Summer menu. You have also had feedback that two other menu items are not popular with customers. One isn’t very tasty and the other is too expensive. What could you do to adjust the recipes of the deleted and unpopular dishes based on this feedback?

Assessment Cover Sheet: Assessment Task 3 (AT3)

Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency	SITHKOP002 – Plan and Cost Basic Menus
Assessment Task	Practical Demonstration
Due Date
Date of Submission
Date
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor		Student
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks Google check for plagiarism o Yes oNo Check for Copying/Collusion o Yes oNo Check for Authenticity (own work) o Yes oNo Cheating or use of model answers o Yes oNo Signature: Date:		I have received, discussed and accepted my result as above for this task and I am aware of my appeal rights. Signature: Date:

Assessment task 3: Practial Demonstration

Required documents and equipment:

Computer with internet connection to refer to various resources.
Student assessment booklet and a pen (organized by the student).
Altec College Learners’ resources for the unit SITHKOP002 – Plan and Cost Basic Menus (organised by the trainer).
Appendix 2- Menu checklists.
Appendix 3 Raw ingredients yield test percentages.
Appendix 4- Recipe costings.

Instructions for students:

Project A: This assessment requires students to identify customer preferences, and plan, cost and write an à la carte seasonal menu.

Project B: This assessment requires students to plan, cost and write a buffet, degustation and cyclical menu.

Project C: This assessment requires students to evaluate the success of a menu.

For this assessment, Altec College kitchen will be used as a simulated environment/workplace to complete all Tasks in Project A, B and C.

Project A:

Complete Tasks 1, 2, 3, 4 and 5 in Project A.
Describe your workplace or training environment’s style.
Develop a customer profile for your workplace or training environment.
Identify customer preferences in your workplace or training environment.
Develop and cost a seasonal à la carte menu that incorporates ethnic food preferences of customer groups.
Format and print the à la carte menu.
Develop and determine a selling price for a table d’hote menu.
Answer all the questions.
Attach organisational information to this assessment when requested within each task.
Use the list in the Learner task checklist provided when submitting your assessments. Do not submit your work until you have completed all parts of the checklist.

Project B:

Complete Tasks 1, 2 and 3 in Project B.
Develop and cost three menus: buffet, degustation and cyclical.
Format and print each of the menus.
Determine a selling price for each menu.
Answer all the questions.
Attach organisational information to this assessment when requested within each task.
Answer all the questions.

Use the list in the Learner task checklist provided when submitting your assessments. Do not submit your work until you have completed all parts of the checklist.

Project C:

Complete Task 1 in Project C.
Answer all the questions.
Attach organisational information to this assessment when submitting the assessment.
Answer all the questions.
Use the list in the Learner task checklist provided when submitting your assessments. Do not submit your work until you have completed all parts of the checklist.

Planning the assessment

Recommended date for assessment: [Trainer to provide]
Access all resources mentioned in required resources either printed copies or access via the internet
Time required for assessment: 4 hours.
You must:
- Produce all evidence as required.
- Complete the assessment and submit in due timelines
- Submit with a completed assessment cover sheet
Assessor will set a time to provide feedback

Evidence specifications:

At the end of the assessment, students will be required to submit the following evidence before the due date specified by the assessor:

Answer all questions
Satisfactorily completed all tasks
Completed and signed cover sheet for assessment

Evidence submission:

Documentation can be submitted electronically or paper-based.
Assessor will record the assessment outcome on the assessment cover sheet.
Task 1: Identify customer profile

Research information about your workplace or training environment and customers.
Sources of organisational information could include manual documentation, computerised records and reports, and your colleagues, management or other staff.
Answer all the questions.
Complete all tables.
Attach copies of organisational information used to identify customer preferences.

Q1: Research information about your workplace or training environment’s cuisine, menu and

service style.

Category	Organisational information
Style of cuisine
Menu style
Service style
Sequence of courses

Q2: Develop a profile of your workplace or training environment’s customers. List the sources

of organisational information you used to develop this profile.

Profile category	Profile information	Sources of customer profile information
Age range
Gender
Income level and/or buying power
Social and cultural background

Q3: Based on your current menu, what are your customers’ food preferences? Use organisational documents, POS or other computer systems and manual or computerised reports to complete the table.

If your workplace or training environment’s menu does not match the headings provided, please modify heading to reflect your menu structure. Attach one copy of each type of organisational information used to identify customer preferences to this assessment.

Food preferences	Organisational information
	First course / entrée	Main course / meal	Dessert / sweet item
Highest selling / most popular menu item
Lowest selling / least popular menu item

Task 2: Develop a seasonal à la carte menu (background information)

You can choose to develop a seasonal à la carte menu for your workplace or training organisation, or use the scenario information provided.
If choosing to develop a menu for your workplace or training environment, it must have appropriate and adequate equipment, facilities and staff for this menu style. For example, if you work in a café or fast-food establishment then it will be difficult to create an à la carte menu for this task because you don’t offer this type of food.
Complete all tasks.

Scenario information

You are developing a new winter à la carte dinner menu for Ashton’s, a casual dining restaurant that seats 60 customers. The menu items are presented under four sections: starters, entrée, main course and desserts. All meals are served plated to the table by service staff. The restaurant caters mainly for adults ranging from 25 to 45 years old. It’s located in a middle-class area with a significant population of office, business and management professionals. The population is very culturally diverse, predominantly European and Asian cultural backgrounds. The restaurant owners have noticed a steady trend towards customers preferring healthier meal options (mainly low-fat, low- sugar options) and increasing requests for vegetarian menu options.

Customers do not tend to spend more than one and a half to two hours in the restaurant during dinner service. On average, 70% of customers order two courses: entrée/starter and main course or main course and dessert. Only 20% order three courses.

The current menu is broken down into four sections.

Starters – snacks, dips, shared platters, breads, etc.
Entrées, salads and light meals

Main course
Dessert

The menu style is modern Australian with dishes from a wide variety of cuisines, including Malaysian, Chinese, Thai, Italian and Greek. Some dishes offered during the winter months are influenced by German and Hungarian cuisines.

Prices range from $10 to $15 for starters, $12 to $18 for entrées, $22 to $35 for main course and $10 to $15 for desserts. The restaurant has found that customers are resistant to dishes outside of these price ranges unless they can see value for money, or the dish is rare or unique.

There are five staff rostered in the kitchen most nights of the week: the chef, two cooks (two years’ and five years’ experience post-apprenticeship), one second-year apprentice and a kitchen hand.

The following equipment is available in the restaurant kitchen.

Large equipment

Small equipment

Two ovensFour open-range stove-top burners (one is a wok burner) above one ovenOne griddle and two open-range stove-top burners above the second ovenOne salamanderOne double-vat deep fryerOne combi oven (convection and steam)One 20 litre floor-mounted planetary mixerWalk-in cool room, dry store area and large double-door freezerHot bain-marie with under-display plate warmerCold bain-marie with under-display refrigeration cabinet

Food processer and blenderMicrowave ovenSlicerMincerPasta machine

Task 2.1 Develop a seasonal à la carte menu

Brainstorm or research a range of ideas for your menu. Make sure you include at least one seasonal dish.
Develop a rough draft of your menu.
Go to Appendix 2 Menu checklists template and assess the feasibility of at least six dishes by completing the Feasibility checklist. Choose dishes from a variety of courses within the menu.
Using the same template assess the culinary and nutritional balance for each dish evaluated in the previous task and complete the Culinary and nutritional balance checklist.
Finally, assess the feasibility and balance of the overall menu by completing the Menu evaluation checklist.
Modify your draft menu (if necessary) to overcome any issues identified when checking feasibility and balance.
Prepare, cook and present at least two dishes on your draft menu. You can use two dishes from your feasibility study list if you wish. You do not have to prepare dishes personally; other members of the culinary team can do so under your direct supervision.

Discuss the merits of each dish with relevant personnel, such as colleagues, service or culinary staff, supervisors and managers. Please attach photos of finished dishes.
Ask members of the evaluation panel to complete an evaluation feedback form for all dishes presented to the evaluation panel. Photocopy the evaluation form provided as many times as necessary.
Discuss your draft menu and the results of your feasibility and dish evaluation testing with relevant personnel and/or your trainer. Ensure you gain approval for your proposed menu before continuing with Task 3.
Attach copies the following documents to your completed assessment.
- Menu or dish research and evaluation information.
- Draft menu.
- Photos of your sample dishes.
- A minimum of two evaluation feedback forms completed by participants in the evaluation process.
Answer all the questions.
Information, recipes and your draft menu will be required to complete Task 3.
Submit all completed checklists, tables, evaluation forms, photos, documents and required tasks for Task 2 to your assessor at the completion of Project A.

Task 2.2: Question and answer

Q1: What issues did you identify when checking feasibility of your dishes?

Q2: What issues did you identify when checking the culinary and nutritional balance of your dishes and menu?

Q3: What dishes (if any) had to be modified or changed as a result of your evaluation process?

Q4: Briefly explain how this menu meets the preferences of your customer profile.

Q5: List the seasonal dishes you have included in your menu. Explain why they are suitable for a winter menu.

Q6: What dishes on your menu originate from other cuisines or cultures? List the dishes and their cuisine, country or culture of origin.

Q7: Summarise the responses and feedback obtained from your evaluation panel. Include positive, negative and constructive comments made about dishes and the menu by panel members.

Q8: What changes did you make to the menu and selected dishes based on their feedback and comments?

Task 3: Cost menu

Itemise the components of all dishes on your à la carte menu. They can be listed manually or using computer technology such as spreadsheet software.
Research costs for all components to enable you to determine costs and selling prices.

Information can be obtained from your workplace or training organisation’s purchasing staff or organisational purchasing documentation, by contacting suppliers directly or using your internet search engine.

Calculate portion yields for all raw ingredients for all dishes on your à la carte menu.
- Go to Appendix 3 SITHKOP002 Recipe costings and manually calculate the portion yields and costs of raw ingredients for at least one dish. Alternatively, you can use your workplace or training environment’s standard format. Show the formulas used, your calculations and results for each component of the dish.
- All other dishes on the menu can be calculated manually or using computer technology such as spreadsheet software.
- Use the Appendix 4 Raw ingredient yield test percentages table provided when calculating costs for all raw ingredients. If yield percentage is not available, use most similar ingredient percentage.
Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all components of a dish.

Determine selling prices for all menu items.
- If developing a menu for your workplace or training organisation, use their mark-up, standard food cost percentages (SFC%) or profit margins to determine the selling price.
- Ashton’s SFC% ranges are 25 to 30% on starters and entrées, 30 to 35% on main

courses, 15 to 20% on fruit-based desserts and 27 to 32% on all other desserts.

Calculate the menu price for one menu item manually, showing all formulas, calculations and results.
- All other menu items can be calculated manually or using computer technology such as spreadsheet software. Show how the menu price changes depending on the SFC% used.

Answer all the questions.
Print out all calculations completed using computer software packages (for example, spreadsheets).
Your menu and the results of your pricing calculations will be required to complete Task 4.
Attach copies of the following documents to your assessment.
- Your itemised recipe components list.
- A sample of documents or research used to provide purchase costs for recipe components.
- All documents containing manual and computerised yield, cost and selling price calculations to your assessor at the completion of Project A.

Task 3.1: Question and answer

Q1: Assess the cost-effectiveness of your menu items. Which items are within the price ranges for current menu courses? Which items are not?

Menu items within current price range	Menu items NOT within current price range

Q2: Choose one dish that is not within the current menu price range. Describe any changes you can make to the recipe and its ingredients to ensure the dish’s selling price is within the business’s current price range while still maximising profitability.

Q3: Which dish is the least profitable on your menu? Why is it the least profitable?

Q4: List the four most profitable dishes on your menu.

Task 4: Write menu content

Complete all tasks.
Write menu content for all dishes on your menu.
Make sure your menu content:

is descriptive and creatively expressed
- appeals to the customer base
- fits business’s service style
- promotes sales
- uses correct names or terminology for styles of cuisine, dishes, cooking methods and ingredients.

Use computer technology to format your menu so it is presentable to customers and meets organisational standards.
Print out the menu and attach to your assessment.
Answer all questions.
Submit all responses to questions, research, documentation, manual calculations, printouts, draft and completed menus required in Tasks 1, 2, 3 and 4 to your assessor.

Task 4.1 Question and answer

Q1: Describe how you will present the menu to customers, for example, folders, covers, boards, or binding. Include details of color schemes, pictures, icons, logos, symbols, and other decorative items.

Q2: Explain why you think this method of presentation is appropriate for the style of menu and restaurant.

Task 5: Prepare and cost a table d’hote menu

Develop a table d’hote menu for your workplace, training organisation or the Ashton’s

restaurant scenario provided in Task 2.

The table d’hote menu should include three choices within each course.
The table d’hote menu can be developed using menu items from the à la carte menu

developed, costed and written for Tasks 2, 3 and 4.

Alternatively, you can develop a menu using new recipes. All new recipes must be costed using the same formulas and techniques used to cost the à la carte menu in Task 3. Descriptions for each menu item must be written following the menu content parameters outlined in Task 4.
The menu should meet the following parameters.
- Include a balanced variety of dishes.
- Include at least one vegetarian option in each course.
- A maximum SFC% of 30% for the overall menu.
Determine a selling price for the menu. The menu should be priced between $45 to $60.
Use computer technology to format your menu. The table d’hote menu must meet the

following criteria.

Able to be inserted into the à la carte menu.
- Selling price for the menu clearly displayed.
- Presentable to customers and meets organisational standards.
Print out the menu and attach to your assessment.
Submit any research or documentation, all manual or computerised calculations, and the

draft and completed table d’hote menu to your assessor.

Learner’s Checklist

To be completed by the learner.
This is a tool to assist you when submitting your assessment tasks.

You must complete the following tasks for this assessment	Have you completed this task?
	Yes	No
Task 1: Identify customer profile
1. Respond to all questions.
Task 2: Develop a seasonal à la carte menu
2. Research and develop a draft menu.
3. Complete the feasibility checklist for at least six dishes on the draft menu using SITHKOP002 Menu checklists template or your own template.
4. Complete the culinary and nutritional balance checklist for the selected six dishes using SITHKOP002 Menu checklists template or your own template.

5. Complete a menu evaluation checklist for the full draft menu using SITHKOP002 Menu checklists template or your own template.
6. Establish an evaluation panel and evaluate at least two dishes from the menu.
7. Obtain completed evaluation forms from at least two members of the evaluation panel for all dishes presented to the panel.

You must complete the following tasks for this assessment	Have you completed this task?
	Yes	No
Attach copies of the following documents to your assessment.Menu or dish research and evaluation information.Draft menu.Photos of your sample dishes.A minimum of two evaluation feedback forms completed by participants during the evaluation process.
9. Respond to all questions.
Task 3: Cost menu
10.Manually calculate the portion yields and costs of raw ingredients for at least one dish. Submit SITHKOP002 Recipe costings table.
11.Calculate the portion yields and costs of raw ingredients for all other dishes manually or using computer technology.
12.Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all components of a dish.
13.Determine selling prices for all menu items.
14.Respond to all questions.
Attach copies of the following documents to your assessment.An itemised recipe components list.A sample of documents or research used to provide purchase costs for recipe components.All documents containing manual and computerised yield, costs and selling price calculations.
Task 4: Write menu content
16.Write menu content for all menu items.
17.Format and print menu with all prices that meets required standards.

You must complete the following tasks for this assessment	Have you completed this task?
	Yes	No
18.Respond to all questions.
Task 5: Prepare and cost a table d’hote menu
19.Develop a table d’hote menu.
20.Determine selling price for the menu.
21.Submit any research or documentation, all manual or computerised calculations, and the draft and completed table d’hote menu to your assessor.

Project B:

Task 1: Develop and cost a degustation menu

You work in a conference centre and a large national corporation is holding their annual management event at your venue soon. The first day is allocated to a full-day board of directors and executive management meeting. The event organiser has asked for a set degustation menu to be served for lunch.

Their brief includes the following requests.

Eight to ten courses.
At least 70 to 80% of courses to be savoury with the balance sweet, dessert-style dishes.
At least four meat-based dishes in the savoury courses.
A consistent theme to the menu – preferably dishes that reflect a style of cuisine or country.
Dishes are not to be heavily spiced, for example, extensive use of hot chillies.
Each course is to be served on platters with four portions on each platter. Diners will serve themselves a portion from the platter.
There will be 40 guests for lunch.
Research and prepare a degustation menu based on the client’s preferences and requests.
Itemise the components of all dishes in your menu. They can be listed manually or using computer technology such as spreadsheet software.
Research costs for all components to enable you to determine costs and selling prices.

Calculate portion yields for all raw ingredients for all dishes on your à la carte menu.
- All dishes on the menu can be calculated manually or using computer technology such as spreadsheet software.
- Use the Raw ingredient yield test percentages table provided in your course files or your workplace or training organisation’s standardised yield test percentages when calculating costs for all raw ingredients. If yield percentage is not available, use most similar ingredient percentage.
Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all components of a dish.
Determine selling price for the menu. This price will be presented to the event organiser with the menu for final approval.
- The conference centre aims to achieve a SFC% of between 27 to 32%.
- All menu items can be calculated manually or using computer technology such as spreadsheet software. Show how the menu price changes depending on the SFC% used.
Prepare a menu for the event. It will be placed on the table above each guest’s place setting. It must include the name of each dish and a description of the dish. The description should be appealing and use correct names or terminology for styles of cuisine, dishes, cooking methods and ingredients listed in the description.
Answer all the questions.
Attach copies of the following documents to your assessment.
- Your itemised recipe components list.

All documents containing manual or computerised yield, cost and selling price calculations to your assessor at the completion of Assessment D.
- The final formatted version of your degustation menu.
Submit all completed menus, calculations, manual or computer-printed documents and required tasks for Task 1 to your assessor at the completion of Project B.

Task 1.1: Question and answer

Q1: How has the client’s requests and customer preferences influenced your menu planning decisions?

Q2: What changes did you have to make to your draft menu and recipes to ensure you met the

conference centre’s SFC% for buffet menus?

Task 2: Develop and cost a buffet menu

Day two of the annual management event is a series of seminars, workshops and guest speakers for all executive and senior management of the corporation. A buffet dinner is planned for that evening.

Their brief for the buffet dinner includes the following requests.

A plated cold entrée to be served at the table. This can be an individually plated meal or a shared platter.
Main course and dessert courses served from the buffet.
A variety of hot and cold options provided for the main course.
At least one hot vegetarian main course option.
Dessert can include hot options but is not a mandatory requirement. The organiser anticipates 250 guests for dinner on tables of ten to 12.
Research and prepare a buffet menu based on the client’s preferences and requests.
Itemise the components of all dishes in your menu. They can be listed manually or using computer technology such as spreadsheet software.
Research costs for all components to enable you to determine costs and selling prices. Information can be obtained from your workplace or training organisation’s purchasing staff or organisational purchasing documentation, by contacting suppliers directly or using your internet search engine.
Calculate portion yields for all raw ingredients for all dishes on your buffet menu.
- All dishes on the menu can be calculated manually or using computer technology such as spreadsheet software.
- Use the ‘Raw ingredient yield test percentages’ table provided in your course files or your workplace or training organisation’s standardised yield test percentages when calculating costs for all raw ingredients. If yield percentage is not available, use most similar ingredient percentage.
Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all components of a dish.
Determine selling price for the menu. This price will be presented to the event organiser with the menu for final approval.
- The conference centre aims to achieve an overall SFC% of 28% for buffet menus.
- All menu items and the overall menu price can be calculated manually or using computer technology such as spreadsheet software.
Answer all the questions.
Attach copies of the following documents to your assessment.
- Your itemised recipe components list.
- All documents containing manual or computerised yield, cost and selling price calculations to your assessor at the completion of Project A.
- The final formatted version of your degustation menu.
Submit all completed menus, calculations, manual or computer-printed documents and required tasks for Task 2 to your assessor at the completion of Project B.

Task 3: Develop and cost a cyclical menu

Your work in an aged-care facility. You have to prepare a three-week cyclical menu for the residents for breakfast, lunch and dinner. There are 150 residents in the facility.

Breakfast includes a standardised range of cereals, juices, fruits and toast that are served every day. You only need to plan for one hot breakfast item. Hot egg-based breakfast items are limited to a maximum of four times in one weekly cycle. Only 50% of residents eat the hot breakfast option.

Lunch is the main meal of the day. It consists of one entrée, a choice of two main courses and one dessert.

Dinner is a lighter meal consisting of an entrée (often soup), a light, snack-style main meal and a fruit- based dessert. Portion sizes for the dinner main course are smaller than for lunch.

The following factors must be considered when planning your cyclical menu.

Menu items must be able to be prepared in bulk.
The facility has set mealtimes. All meals must be able to be plated and served at that time.
Some residents eat in their rooms. These meals are plated first, placed in insulated covers, arranged on pre-set trays, and sent by trolley to their rooms.
Many residents cannot eat very hard or crunchy items, such as whole nuts.
Residents tend to eat smaller portion sizes. On average, portions are 20% smaller than normal. For example, if the standard portion for beef casserole is 250 g, residents are served a 200 g portion. A recipe that yields ten standard 250 g portions will yield 12.5 200 g portions.
Menu items must be nutritionally balanced across a day and weekly cycle. Fruit, vegetables and

sources of fibre and calcium are important components in the residents’ diet.

To keep costs down, the facility’s management encourages the use of frozen, pre-prepared or convenience foods, for example, use of powdered soup bases. The facility has a budget of $18 per day per resident for your menu. The costs for standard breakfast items (cereals, juices, etc.) are not included in this price. This target does not have to be achieved daily as long as it averages out within each week period of the three-week cycle.

The facility’s kitchen has limited space and facilities. The following equipment is available.

Large equipment	Small equipment
One commercial ovenFour open-range stove-top burners above the ovenOne salamanderOne combi oven (convection and steam)One single-vat deep fryerOne bench-mounted planetary mixerSmall walk-in cool room, open shelving dry store area and single- door freezerHot bain-marie with under-display plate warmer	Food processer and blenderMicrowave ovenPots, pans, frypans, stockpots, etc.

Research and prepare a draft cyclical menu based on resident preferences and the facility’s

requirements. Print this draft to submit later.

Itemise the components of all dishes in your menu. They can be listed manually or using computer technology such as spreadsheet software.
Research costs for all components to enable you to determine costs and selling prices.

Calculate portion yields for all raw ingredients for all dishes on your cyclical menu.
- All dishes on the menu can be calculated manually or using computer technology such as spreadsheet software.
- Use the Raw ingredient yield test percentages table provided in your course files or your workplace or training organisation’s standardised yield test percentages when calculating costs for all raw ingredients. If yield percentage is not available, use most similar ingredient percentage.

Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all

components of a dish and to adjust portion sizes according to residents’ needs.

Determine total cost per day for the menu.
- All menu items and the overall menu price can be calculated manually or using computer technology such as spreadsheet software.
Revise your menu if necessary to ensure you meet budgetary constraints. Recalculate costs for any new or adjusted menu items.
Format your cyclical menu in preparation of presentation to the facility manager and accountant. This menu should include portion costs for each dish and daily costs per resident.
Answer all the questions.
Attach copies of the following documents to your assessment.
- Your itemised recipe components list.
- All documents containing manual or computerised yield, cost and selling price calculations to your assessor at the completion of Project A.
- The draft and final formatted version of your cyclical menu.
Submit all completed menus, calculations, manual or computer-printed documents and required tasks for Task 3 to your assessor at the completion of Project B.

Task 3.1: Question and answer

Q1: What items in your initial draft menu did you have to replace or modify to meet the budgetary restrictions of the aged-care facility?

Learner’s Checklist

To be completed by the learner.
This is a tool to assist you when submitting your assessment tasks.

You must complete the following tasks for this assessment	Have you completed this task?
	Yes	No
Task 1: Develop and cost a degustation menu
1. Research and develop a draft menu.
2. Calculate the portion yields and costs of raw ingredients for all dishes manually or using computer technology.

3. Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all components of a dish.

4. Determine selling prices for all menu items.
5. Write menu content for all menu items.
6. Format and print menu that meets customer and organisational standards.

7. Respond to all questions.
7. Respond to all questions.
Attach copies of the following documents to your assessment.An itemised recipe components list.A sample of documents or research used to provide purchase costs for recipe components.All documents containing manual and computerised yield, costs and selling price calculations.Formatted menu with menu descriptions.
Task 2: Develop and cost a buffet menu
9. Research and develop a draft menu.
10. Calculate the portion yields and costs of raw ingredients for all dishes manually or using computer technology.

You must complete the following tasks for this assessment	Have you completed this task?
	Yes	No
11.Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all components of a dish.
12.Determine selling prices for all menu items.
13.Write menu content for all menu items.
14. Format and print menu that meets required standards.
Attach copies of the following documents to your assessment.An itemised recipe components list.A sample of documents or research used to provide purchase costs for recipe components.All documents containing manual and computerised yield, costs and selling price calculations.Formatted menu with menu descriptions.
Task 3: Develop and cost a cyclical menu
16.Research and develop a draft menu.
17. Calculate the portion yields and costs of raw ingredients for all dishes manually or using computer technology.

18.Calculate the total cost per portion for all dishes on your menu. Remember to include costs for all components of a dish.
19.Determine selling prices for all menu items.
20.Write menu content for all menu items.
21. Format and print menu appropriate for presentation to the facility manager and accountant.
22. Respond to all questions.

You must complete the following tasks for this assessment	Have you completed this task?
	Yes	No
23. Attach copies of the following documents to your assessment. An itemised recipe components list.A sample of documents or research used to provide purchase costs for recipe components.All documents containing manual and computerised yield, costs and selling price calculations.Formatted menu with portion and daily costings.

SIT30816 | SITHKOP002 – Plan and cost basic menus Student Assessment Guide | Version 1.1

Project C:

Task 1: Obtain feedback

Obtain feedback on a menu you have developed for your workplace or training organisation. You must seek feedback from at least two sources. Sources include the following.

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.
- Seeking staff suggestions for menu items.

Document the results of your feedback.
- Take minutes or record formal meeting discussions.
- Collate and summarise customer survey results.
- Document verbal feedback obtained through informal discussions with customers, managers, supervisors, staff, peers or suppliers.

Evaluate the success of menu items by evaluating sales data. Sources include the following.
- Manual customer accounts, kitchen order dockets or waiters’ dockets.
- Computerised customer order forms.
- Computerised reports such as service period or daily sales figures for menu items.

Compare sales data indicating the performance of menu items against customer and other feedback information.
Identify any changes required to be made to the menu or individual menu items based on feedback and sales data.
Answer all the questions.

Submit the following documentation (where applicable) with your assessment.
- Summaries of customer survey results.
- Summaries of formal and informal discussions, including meetings and verbal discussions.
- Summaries of sales data for the menu and menu items, for example, daily or weekly summary reports, or X/Z reads from cash registers or POS systems.

Task 1.1: Question and answer

Q1: Why is it important to seek feedback and evaluate the success of a menu and individual menu items?

Q2: Which menu items regularly record the highest number of sales?

Q3: Do these items also regularly receive positive feedback and customer satisfaction ratings from customers? Why/why not?

Q4: Are your highest-selling menu items the most profitable items on your menu?

Q5: Are the menu items you obtain the most positive feedback about from customers the most profitable items on your menu?

Q6: If you answered yes to both Q4 and Q5, briefly discuss how this impacts the food outlet’s

overall profitability.

Q7: If you answered no to both Q4 and Q5, briefly discuss how this impacts the food outlet’s overall

profitability.

Q8: What menu items regularly record the lowest number of sales?

Q9: Do these items receive positive or negative feedback and comments from customers? Briefly summarise the type of feedback obtained.

Q10: Are your lowest-selling menu items the most profitable or least profitable items on your menu?

Q11: Are the menu items you obtain the most negative feedback about from customers the most profitable or least profitable items on your menu?

Response can be most profitable or least profitable. Explanation of response is not required.

Q12: If you answered most profitable to both Q4 and Q5, briefly discuss how you think you can increase the popularity of this dish to increase sales and therefore revenue.

Q13: If you answered least profitable to both Q4 and Q5, briefly discuss how you can adjust the menu or menu item(s) to improve popularity, sales and customer satisfaction.

Learner’s Checklist

To be completed by the learner.
This is a tool to assist you when submitting your assessment tasks.

You must complete the following tasks for this assessment	Have you completed this task?
	Yes	No
1. Respond to all questions.
Submit the following documentation (where applicable) with your assessment.Summaries of customer survey results.Summaries of formal and informal discussions, including meetings and verbal discussions.Summaries of sales data for the menu and menu items, for example, daily or weekly summary reports, or X/Z reads from cash registers or POS systems.

Appendix 1- Assessment resource in Altec College Kitchen

Altec College will conduct practical assessment for this unit in its commercial kitchen located at Level 8,

620 Bourke Street, Melbourne, VIC 3000 / 73-81 Murray Street, Hobart, TAS 7000 with serving internal staff and students as customers and during assessment student will have access to following resources in the Kitchen.

commercial information:
- preferred supplier arrangements
- purchase specifications
- sources of negotiated cost of supply:
  - tariffs
  - price lists
product information:
- food preparation lists
- menus for restaurants
- price lists
- recipes
- costs of food supply for food service businesses
- menus for the variety of cuisines and service styles specified in the performance evidence.

Appendix 2

Feasibility checklist

Feasibility criteria	Dish name 1:	Dish name 2:	Dish name 3:
Feasibility criteria	Yes / no & comments	Yes / no & comments	Yes / no & comments
Does the dish match the organisation’s menu type, service style and cuisine?
Is the dish suitable for customer profile?
Is the dish unique to create an edge over competitors?
Does the dish match kitchen staff skill levels?
Is there adequate small and large equipment?
Are key ingredients seasonally available?

SIT30816 | SITHKOP002 – Plan and cost basic menus Student Assessment Guide | Version 1.1

Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D

Feasibility checklist (continued)

Feasibility criteria	Dish name 4:	Dish name 5:	Dish name 6:
Feasibility criteria	Yes / no & comments	Yes / no & comments	Yes / no & comments
Does the dish match the organisation’s menu type, service style and cuisine?
Is the dish suitable for customer profile?
Is the dish unique to create an edge over competitors?
Does the dish match kitchen staff skill levels?
Is there adequate small and large equipment?
Are key ingredients seasonally available?

SIT30821| SITHKOP010-Plan and cost recipes

Student Assessment Guide | Version 1.1

Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D

Culinary and nutritional balance checklist

Dish name	Colour	Main Ingredient(s)	Flavour	Cooking method(s)	Texture	Size & shape	Temperature

SIT30821| SITHKOP010-Plan and cost recipes Student Assessment Guide | Version 1.1Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D

Menu evaluation checklist

Feasibility criteria	Evaluation notes
Does the menu match the organisation’s menu type, service style and cuisine?
Does the menu match customer preferences according to sales data and customer profile?
Is the menu unique to create an edge over competitors?
Is there an adequate number of kitchen staff to prepare and produce menu during peak service periods?
Do kitchen staff have appropriate knowledge and skills to prepare and produce menu items?
Is there adequate small and large equipment to meet demand for menu items during peak service periods?
Are there a variety of cooking methods used to distribute the load across available equipment?
Are there a variety of fresh, high- quality ingredients across dishes and the menu to give nutritional balance?
Are there a variety of alternatives on the menu to meet dietary and nutritional requests?

Dish evaluation feedback form

Menu:		Evaluation panel member name:		Date:
Evaluation criteria	Dish name:		Dish name:
	Comments		Comments
Visual presentation
Taste
Texture
Temperature
Cooking method / time
Portion size
Meets organisational standards
Suitability to customer profile

Appendix 3

Raw ingredient yield test percentages

Ingredient	Yield %	Ingredient		Yield %	Ingredient		Yield %
Fruit		Vegetables			Vegetables
Apples	76	Artichokes		48	Parsnip		85
Apricots	94	Asparagus		56	Potato		81
Avocado	75	Beans, round	green	88	Shallots		89
Bananas	68	Beetroot, no tops		76	Squash		81
Berries	92	Broccoli		61	Zucchini		95
Cantaloupe, whole	50	Brussels sprouts		74	Meat
Citrus fruits	72	Cabbage, savoy		79	Beef, steak, boneless, 1 cm fat (grill, fry, stir fry)		76
Coconut, whole	53	Carrots, no tops		65	Beef, whole, rib in (roast)		62
Grapefruit	68	Capsicum		82	Beef, whole, boneless (roast)		82
Grapes, seedless	94	Cauliflower		45	Beef, sliced, boneless (braise)		76
Pears	78	Celery		75	Chicken, whole		62
Pineapple	52	Cucumber		95	Chicken bone in	portions,	67
Rhubarb, no leaves	86	Eggplant		81	Chicken boneless	breast,	96
Stone fruit	80	Garlic, bulbs		87	Chicken boneless	thigh,	89
Strawberries	87	Leek		58	Other
		Lettuce, endive, kale, spinach, etc.		74	Bacon, sliced		67
		Mushrooms		97	Bacon, short cut		82
		Onion		89	Salami and cured sausages		94
		Peas, in shell		38

Appendix 4 Recipe costings

Formulas (add formulas used in space provided)

Recipe costings
Recipe / Menu item:
Ingredients	Qty	Unit	Purchase unit	Purchase unit price	Cost
Ingredients	Qty	Unit	Purchase unit	Purchase unit price	Yield %	Total cost
















Total cost of recipe						$
Portion cost						$

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SITHKOP010 Plan And Cost Basic Menus

ASSESSMENT RECEIPT FORM

Context and conditions for assessments:

Resources Required:

Clustering/holistic assessment:

Competency Requirements:

Assessment Task:

Outline of evidence to be collected:

Administration, recording and reporting requirements:

Submission of assessment:

Recording an assessment result:

Retaining assessment records:

Assessment outcomes:

For assessment task:

Re-assessment:

Student access to records:

Support:

Reasonable adjustments and special learning needs:

Complaints and appeals:

Assessor intervention:

Plagiarism, cheating and assessment dishonesty:

Assessor feedback:

Student Declaration:

Assessment task 1: Knowledge Test

Required documents and equipment:

Instructions for students:

Planning the assessment

Evidence specifications:

Evidence submission:

Q1. Which statement most accurately describes a customer profile?

Q2. Why is it important to analyse the food preferences of your customer base?

Q3. How can you generate new ideas when planning new dishes?

Q4. All menu types can be grouped into five broad menu classifications. What are the five menu classifications?

Q5. What’s the most effective way to analyse customer preferences?

Q6. What are three important things to keep in mind when planning new dishes?

Q7. You must ensure that your menu includes a variety of dishes for the style of service and cuisine. What are two things you can check when assessing variety?

(a) Assess it for culinary and nutritional balance.

Q8. What must you itemise to accurately cost dishes?

Q9. Which formula would you use to calculate actual food cost from raw ingredients which yield 100%?

Q10. You have assessed your menu items for cost-effectiveness. Which ones should you choose to place on the menu?

Q11. What is your most important goal when pricing dishes?

Q12. Which dish might appeal to business executives in a fine dining restaurant?

Q13. Which is the correct name for a style of cuisine?

Q14. Why is it important to use descriptive writing in your menus?

Q15. Why do you need to seek ongoing feedback from customers and others?

Q16. What are three ways to assess the success or popularity of your dishes?

Q17. What information should you base adjustments to your menus on? d

Assessment task 2: Worksheets

Required documents and equipment:

Instructions for Students

Planning the assessment:

Evidence specifications:

Evidence submission:

profile and food preferences.

Q3: To ensure the success of your menus, you must begin by analysing your customer base and their food preferences. List three questions you might ask to confirm their preferences.

Q4: Can you identify the customers’ food preferences? Match the menu items to the customers based on their characteristics. Record your answers in the table provided.

Q5: Based on the types of entrées offered on the menu in Q3, what is the restaurant’s

organisational service style and cuisine.

Q10: When calculating the cost of proposed dishes, you need to know how much each complete dish costs. List five dish components or food production items that should be itemised in your establishment’s spreadsheet or database for planning and costing standard recipes.

Q14: You have obtained the following butcher’s yield information about whole raw chickens

Q19: How do seasonal products and commodities influence the types of recipes and dishes you choose for a menu?

Q20: You have been asked to calculate the cost of a new dish based on the portion yields calculated in your establishment’s software system. What financial records might you need access to ensure the cost of the new dish is financially viable and results in the establishment making a profit?

Assessment Cover Sheet: Assessment Task 3 (AT3)

Required documents and equipment:

Instructions for students:

Project A:

Project B:

Project C:

Planning the assessment

Evidence specifications:

Evidence submission:

Q1: Research information about your workplace or training environment’s cuisine, menu and

Q2: Develop a profile of your workplace or training environment’s customers. List the sources

Q3: Based on your current menu, what are your customers’ food preferences? Use organisational documents, POS or other computer systems and manual or computerised reports to complete the table.

Task 2: Develop a seasonal à la carte menu (background information)

Scenario information

Task 2.1 Develop a seasonal à la carte menu

Task 2.2: Question and answer

Q2: What issues did you identify when checking the culinary and nutritional balance of your dishes and menu?