SITHKOP015 Design and cost menus:
| Design and cost menus |
| LEARNER ASSESSMENT PACK |
| SITHKOP015 |
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| Precision RTO Resources Level 13, 269 Wickham St, Fortitude Valley 4006 Email: [email protected] Website: www.precisionrtoresources.com.au © 2022 Precision RTO Resources SITHKOP015 – Design and cost menus (Release 1) Version Control & Document History Date Summary of modifications Version 24 November 2022 Version 1 produced following assessment validation. 1.0 | |
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Table of Contents
Resources Required for Assessment. 8
Task 2: Determine Menu Costings. 32
Task 3: Create Menu Content. 35
Assessment Workbook Checklist. 37
Assessment Workbook Checklist. 38
Learner Assessment Pack
This Learner Assessment Pack is designed for you to complete the assessment for SITHKOP015 – Design and cost menus (Release 1). It may refer to your own workplace/organisation, or to a simulated business provided by your assessor.
The assessment tasks include Knowledge Assessment where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the assessment.
Each Learner Assessment Pack is made up of four parts:
Assessment Delivery
Candidate Information
Steps for Candidate
Assessment Agreement
Assessment Tasks
Assessment Tasks, including:
- Knowledge Assessment
- Practical Assessment
Assessment Workbook Checklist
Assessment Workbook Checklist
Recording
Record of Assessment
Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related.
Assessments are designed to be completed using your industry/organisation, but your Registered Training Organisation (RTO) may assist you by contextualising the unit to be completed in a simulated workplace environment.
You will be required to demonstrate knowledge and skills which must be observed directly by your assessor. Where the observation task may be difficult for the assessor to directly observed, a video recording of the practical observation task must be submitted as supplementary evidence. Verification from at least one third-party signatory, and preferably two or more witnesses is required to confirm your demonstration of these practical knowledge and skills. These witnesses would usually be your current or recent supervisors, or your assessor.
The practical assessment tasks may be completed using your own workplace, a simulated environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to your industry/organisation, you may be asked by your assessor to provide additional information based on your industry/organisation.
Instructions are given for each task. If you have questions, or unclear how to proceed, consult with your assessor.
Records of all aspects of the assessment must be kept in your Learner Assessment Pack
The record of assessment is a legal document and must be signed, dated, and a copy stored as required by your Registered Training Organisation (RTO).
Your Learner Assessment Pack:
- Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations and requirements of this assessment. You may also need to supply contact details of one or two work referees who can confirm your skills in the industry.
Discuss with your assessor if you intend to undertake the practical assessment tasks based on your employing organisation, in a simulated business, or in a mix of both.
- Your Learner Assessment Pack is where you will get the task information. Complete each task as instructed using either your own workplace, or using a simulated business, as discussed with your assessor.
- After you complete your assessment, gather and submit your evidence documents as detailed in the task(s) in the timeframe agreed with your assessor.
Your assessor will advise you if there are any further steps for you to take to satisfactorily complete this assessment.
Adapted Reasonable Adjustment in teaching, learning and assessment for candidates with a disability – November 2010 – Prepared by – Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with a disability have:
- The same learning opportunities as candidates without a disability, and
- The same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
- Customising resources and assessment activities within the training package or accredited course
- Modifying the presentation medium
- Candidate support
- Use of assistive/adaptive technologies
- Making information accessible both before enrolment and during the course
- Monitoring the adjustments to ensure candidates needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
Resources Required for Assessment
To complete the Practical Assessment tasks, you will require access to:
- Computer with internet and email access, and a working web browser
- Installed software: Word, Adobe Acrobat Reader
- An industry workplace; or an industry-realistic simulated environment that will allow you access to:
- Organisational documents containing information on the following:
- Service style
- Cuisine
- Past sales performance
- Current sales performance
- Customer information
- Budgetary constraints
- Dish pricing
- Organisational policies and procedures for the following
- Planning recipe
- Developing menu
- Organisational template for standard recipe in spreadsheet format
- Organisational recipe
- Purchase specifications
- Commodity price list
- Purchase specifications
- Costs of food supply for food service businesses
- Customer Profile documents
- Workplace templates, including or similar to the following templates for Workplace Assessment Task 1:
- Customer profile
- Menu Draft
- Organisational documents containing information on the following:
Some assessment tasks may require you to access specific pages from the simulated business, The Continent Hotel. Links to these pages are formatted in Blue Text.
To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users, directly click the link.
The simulated business, The Continent Hotel, can be accessed by going to https://thecontinenthotel.precisiongroup.com.au/.
Login to The Continent Hotel using these details:
Username: trinityinstitutelearner
Password: trinityinstitute@123
Learner Assessment Pack
| Question 1 |
| Read the scenarios about food preferences relating to classical and contemporary dining trends. Answer the questions that follow. |
| Scenario 1 Mario is the head chef in a local Italian restaurant. A recent internet trend encourages tourists to visit Italian restaurants to search for the creamiest spaghetti dish they can find. Additionally, tourists would rate how fancy the dish is served. Having heard of the trend, Mario added full cream milk and butter to their spaghetti sauce recipe to make it as creamy as possible. The waiter then serves the spaghetti dish in a fine china plate covered by cloche food cover to add more flair to how the dish is being served normally. |
| Identify the dish tourists are looking for. |
| Identify the adjustments made by Mario to meet the quality of the dish expected by tourists. |
| In your own words, briefly explain how the dish is served to tourists differently. Your response must be in 20 words or more. |
| Scenario 2 Cedric is the manager of a catering company that serves events and gatherings. The company had been tasked to serve guests for a wedding. The wedding is sponsoring a rustic theme, thus, food to be served must also have a nature vibe. Knowing this, Cedric offered mostly vegetable-based dishes. He then added plant-based variants of some meat-based dishes. One plant-based variant that he added is cordon bleu, which uses vegetable stuffings instead of ham. To complete the table setup, the company presented the food in a buffet style to encourage the guests to walk around and feel the rustic vibe of the venue and its decorations. |
| Identify the two kinds of food served during the wedding. |
| Identify the reason why Cedric decided to go with the specified food servings. |
| Identify the revision made to the quality of Cordon Bleu to fit the theme of the wedding. |
| In your own words, briefly explain how food is served to guests. Your response must be in 20 words or more. |
| Question 2 |
| Complete the table below regarding financial operating costs of organisations: Identify at least two examples of items that incur costs for each corresponding organisation based on each financial operation cost listed.In your own words, briefly explain how each example of item identified can incur additional cost for each corresponding organisation. Your response must be in 30 words or more. |
| Financial Operation Costs | Examples of Item | How Each Item Incurs Cost |
| Hospitality Organisation | ||
| Consumables | ||
| Food and ingredients | ||
| Financial Operation Costs | Examples of Item | How Each Item Incurs Cost |
| Labour | ||
| Wastage | ||
| Catering Organisation | ||
| Consumables | ||
| Food and ingredients | ||
| Financial Operation Costs | Examples of Item | How Each Item Incurs Cost |
| Labour | ||
| Wastage | ||
| Question 3 |
| In 30 words or more, briefly explain how each method for calculating portion yield listed below is calculated. |
| Methods for Calculating Portion Yields | How Portion Yield is Calculated Using Each Method |
| Food cost percentage | |
| Budgeted sales price | |
| Standard yield tests |
| Question 4 |
| In your own words, briefly explain how dishes are presented in each menu type listed below. Your responses must be in 30 words or more. |
| Menu Types | How Dishes are Presented in Menu |
| Á la carte | |
| Buffet | |
| Degustation | |
| Table d’hôte |
| Question 5 |
| Complete the table below regarding food outlets: Identify at least three types of food outlets where customers can order food dishesIn your own words, briefly describe how each food outlets identified serve customers. Your response must be in 30 words or more. |
| Food Outlets | Description |
| Question 6 |
| Complete the table below regarding food service styles: Identify at least three styles of food service used by organisationsIn your own words, briefly describe how food is served to customers for each food service style identified. Your response must be in 30 words or more. |
| Food Service Styles | How Food is Served to Customers |
| Question 7 |
| Read the scenarios about seasonal products and commodities. Answer the questions that follow. |
| Scenario 1 Matilda is the head chef of a restaurant that provide different dishes based on the current season. During the summertime, the restaurant serves fruit shakes since the customers look for beverages that help them cope with the heat. Additionally, the restaurant offers tropical salad that use fruits prevalently available during summer. During winter, tropical salads were taken out of the menu. Fruit shakes were retained but was priced higher to accommodate the increase of costs of the fruits as they tend to be scarcer during winter. She then adds horse meat-based dishes. Customers go to the restaurant for dishes that use horse meat, which provides a warming effect to the body when ingested. |
| Identify the two dishes offered by Matilda’s restaurant during summer. |
| In your own words, briefly explain why the restaurant chose to offer the summer dishes during summer season. Your responses must be in 20 words or more. |
| In your own words, briefly explain why the restaurant chose to increase the price of fruit shakes during winter. Your response must be in 20 words or more. |
| In your own words, briefly explain how the menu changes when the season changes from summer to winter. Your response must be in 20 words or more. |
| Scenario 2 Jackson owns a small bar in the middle of a rural town. Since the town is far from the city, Jackson offers drinks home brewed from crops harvested around the area. The bar also serves a few dishes that make use of crops available in the area. During hot days, the bar offers drinks and dishes that make use of the following crops: CucumbersTomatoesBerries Food items offered in this season include: Cucumber aleRed wineSpaghetti dish In the colder time of the year, the menu changes and offers drinks and dishes that make use of the following crops instead: KaleSpinachPotato Food items offered in this season include: Irish red ale made from potatoesSauteed spinachGarlic kale |
| Identify at least two food items served during hot days. |
| Identify at least two crops used during colder time of the year. |
| Identify the reason why the bar’s menu changes from time to time. |
| Question 8 |
| Complete the table below regarding culinary terms for different types of cuisine: Identify at least two examples of culinary terms used in each type of cuisine listed below.Define each culinary term identified. |
| Types of Cuisines | Examples of Culinary Terms | Definition |
| Japanese cuisine | ||
| Chinese cuisine | ||
| Types of Cuisines | Examples of Culinary Terms | Definition |
| Italian cuisine | ||
| Indian cuisine | ||
| Caribbean cuisine | ||
| Question 9 |
| In your own words, briefly explain how each method of collecting feedback on menu performances are performed. Your responses must be in 30 words or more. |
| Methods of Collecting Feedback | How Feedback on Menu Performances is Collected |
| Qualitative | |
| Social media | |
| Customer surveys | |
| Customer discussions | |
| Staff discussions | |
| Staff meetings | |
| Quantitative | |
| Sales data | |
| Question 10 |
| Complete the table below regarding menu performance analytics: In your own words, briefly explain how each analytics listed below is used to analyse the sales mix of the organisation’s menu. Your responses must be in 50 words or more. In your own words, briefly explain how each analytics below is used to analyse the performance of items in the organisation’s menu. Your responses must be in 50 words or more. |
| Menu Performance Analytics | How Sales Mix is Analysed | How Performance is Analysed |
| Menu engineering analysis | ||
| Sales data |
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