24 Sithkop 004 Student version all Copy PDF

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Description

Student Name: Student ID:

Assessment Summary Unit Details

SITHKOP004 - Develop menus for special dietary requirements

Assessment Type

This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment

Assessment Methods

Version: 4.0

Assessment 1

Written Task

Assessment 2

Project& Role-play

Assessment 3

Project& Role-play

Acumen Education Pty Ltd ©

Page 1 of 70

Assessment Tool |

Contents

Assessment information................................................................................ 4 Purpose.............................................................................................. 4 Unit description................................................................................. 4 Key competencies.............................................................................. 4 Foundation skills................................................................................ 4 Performance evidence....................................................................... 5 Knowledge evidence.......................................................................... 5 Assessment Conditions............................................................................ 7 Pre-requisites..................................................................................... 8 Terminology used..................................................................................... 8 Completing the assessments/Expectations.............................................. 8 Assessment........................................................................................ 8 Summary of assessment methods and tasks........................................... 8 Inst ruct ions: .........................................................................................9 Required resources.......................................................................... 10 Reasonable adjustment................................................................... 10 Plagiarism policy.................................................................................... 10 Academic appeals...................................................................... 10 Reassessment process..................................................................... 11 Assessment records......................................................................... 12 Declaration...................................................................................... 12 Assessment submissions and contact details........................................ 12

Assessment 1 – Written Questions...........................................................................15 Inst ruct ions f or Stu d ents .................................................................... 15

Assessment Outcome – Assessment 1.....................................................................45 Assessment 2 – Project................................................................................ 50 Inst ruct ions f or Stu d ents .................................................................... 50 Resources required for assessment....................................................... 51

Scenario .............................................................................................................52 Task 1 – Role-play ..............................................................................................52 Role Play Observation Checklist – Assessment 2, Task 1.................................................53 Task 2 – Design and cost menus...............................................................................55 Part A- Proposal ..................................................................................................55 Part B - Questionnaire........................................................................................56

Version: 4.0

Acumen Education Pty Ltd ©

Page 2 of 70

Assessment Tool | Performance Checklist and Assessment Outcome - Assessment 2, Task 2..............57 Task 3 - Project ...................................................................................................59 Performance Checklist and assessment outcome for Assessment 2, Task 3............60 Assessment 3 – Project................................................................................ 61 Inst ruct ions f or Stu d ents .................................................................... 61 Resources required for assessment....................................................... 61

ASSESSMENT 3 – Project 2........................................................................................62 Task 1 – Role-play ..............................................................................................62 Role Play Observation Checklist and assessment outcome – Assessment 3, Task 1 63 Task 2 – Design and cost menus...............................................................................65 Performance Checklist for Assessment outcome - Assessment 3, Task 2.................66 Task 3 – Role-play ..............................................................................................67 Role Play Observation Checklist and assessment outcome – Assessment 3, Task 3 68 Task 4 - Project ...................................................................................................69 Performance Checklist and assessment outcome for Assessment 3, Task 4............70

Version: 4.0

Acumen Education Pty Ltd ©

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Assessment information Purpose

This document represents the main assessment instrument for the unit of competency SITHKOP004 - Develop menus for special dietary requirements Unit description This unit describes the performance outcomes, skills and knowledge required to develop menus and meal plans for people who have special dietary needs for health, lifestyle and cultural reasons. It requires the ability to identify the dietary requirements of customers, develop special menus and meal plans to meet those requirements, cost menus and to monitor and evaluate the success of menu performance. The unit applies to all hospitality and catering organisations that prepare and serve food. This includes hotels, clubs, restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and function caterers. It applies to those people who operate independently or with limited guidance from others such as senior cooks, chefs, catering supervisors and managers. No occupational licensing, certification or specific requirements apply to this unit at the time of publication. Key competencies

1. 2. 3. 4.

Foundation skills

Reading skills to:

legislative

Identif y menu requirements. Develop menus and meal plans for special diets. Cost and document special menus and meal plans. Monitor special menu performance.

Writing skills to: Oral communication skills to: Numeracy skills to: Learning skills to: Problem-solving skills to:

Read and interpret complex details of health-related problems and cultural meal requirements. Write comprehensive menus, meal plans and recommendations for cooking methods. Listen and respond to routine customer feedback, and ask questions of health and other professionals to inform menu choice. Calculate the cost of producing dishes for menus and meal plans. Continually research information on emerging dietary trends. Evaluate diet-related health problems and design varied menus to address them Id entify budgetary constraints and a djust menus to include the most cost effective options.

Planning and organising skills to:

Access and sort information required for menu design to coordinate a timely and efficient development

Performance evidence

Knowledge evidence

process. Technology skills Use computers and software programs to cost and to: document menus and meal plans. Evidence of the ability to:  develop and cost at least six menus or meal plans that individually or in combination meet at least six different special dietary requirements as specified in the knowledge evidence  two of the above menus or meal plans must reflect one or more cultural or religious dietary requirements as specified in the knowledge evidence  two of the above menus or meal plans must address the special dietary requirements of different customer groups as specified in the knowledge evidence  evaluate each of the above menus by obtaining at least two of the following types of feedback:  customer satisfaction discussions with:  customers  employees during the course of each business day  customer surveys  improvements suggested by:  customers  managers  peers  staff  supervisors  suppliers  regular staff meetings that involve menu discussions  satisfaction discussions with:  customers  allied health professionals  dietitians  medical specialists  seeking staff suggestions for menu items  develop above menus and menu plans within commercial time constraints, demonstrating:  methods for responding to feedback and adjusting menus  basic principles and practices of nutrition. 

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culinary terms and trade names for:  substitute ingredients used to produce dishes with special dietary recipes  ingredients suitable for meeting basic nutritional needs  ingredients that cause common allergic reactions  food additives and preservatives main types and culinary characteristics of special diets that are part of contemporar y Austral ian society:

eating regimes:  elimination  macrobiotic  exclusions for allergies, contraindications with medicines or food intolerance  fat-free  fluids  food preferences  food restrictions  gluten-free  high carbohydrate  high or low energy  high or low protein  high fibre  lacto ovo  low carbohydrate  low cholesterol  low fat  low gluten  low kilojoule  low sugar  modified sodium or potassium  modified texture  nutritional requirements  portion size  substitutes:  gluten-free flour  yeast-free flour  non-sugar sweeteners  sugar-free  type one and two diabetes main types and culinary characteristics of cultural or religious diets that are part of contemporary Australian soc iety:  halal  Hindu  kosher  vegan  vegetarian main types of customer groups that have special dietary requirements:  adolescents  athletes  children  defence forces  elderly  health care 

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Assessme nt Condition s

 ill or injured  infants  international tourists  nutritional and energy requirements due to physical condition  people in areas affected by disaster or environmental extremes  people from different socioeconomic groups  people in remote areas  those with weight problems:  underweight  overweight  obese meaning of:  drug-food interactions  food allergy  food intolerance key health and legal consequences of failing to address special requirements:  allergic reactions  anaphylaxis  food sensitivity or intolerance reactions basic principles and practices of nutrition:  nutrients and their food sources  influences on food choice  food and beverage selection influences  food labelling and interpretation  role and implications of using food additives and preservatives  health implications of food choices  role of good nutrition in avoiding dietary diseases  effects of various cooking methods and food storage on nutrients primary components of Australian Dietary Guidelines, in particular those for older Australians, children and adolescents and their use in menu planning methods and formulas for calculating portion yields and costs from raw ingredients:  butcher’s test  standard measures  standard yield tests.

Skills must be demonstrated in a hospitality industry business operation or activity for which special menus and meal plans are prepared. This can be:  an industry workplace  a simulated industry environment. Assessment must ensure access to: 1. computers, printers and software for costing and developing menus and meal plans

2. Australian Dietary Guidelines

3. recipes that accommodate a range of special dietary requirements. Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors; and:  have worked in industry for at least three years where they have applied the skills and knowledge of this unit of competency.

Pre-requisites Terminolog y used

NIL The following terms are used in each assessment task to guide the student and assessor as to what is expected from each assessment task: 1. Instructions: Provid es a brief descrip tion abo ut the assessment task and broadly indicates what the Student is required to do. 2. Conditions of assessment: Outlines the conditions in which the assessment must be undertaken. In some cases, it will give options for the student about what to base the assessment task on and whether it is practical demonstration or project. 3. Description of task/decision making rules: Advises the student and the assessor of the task description and the criteria that the assessment must meet in order for a satisfactory result to be awarded. 4. Due Date - the date on which assessment falls due.

Completing the assessments/E x pectations

Assessors must ensure that students completely understand the assessment process and various assessment tasks before undertaking the assessments. This assessment tool is structured in a way that each assessment task clearly outlines the:  Instruction s for c ompleting the assessment task;  Conditions in which the assessment must be conducted;  Evidence that must be presented by the student; and  Decision-making rules by which the evidence will be judged. Every assessment task will require satisfactory completion in order for students to be deemed Competent. The students will need to adhere to any guidelines on length of answers required where stipulated. Please note, a paragraph is three or more sentences.

Assessment

Each assessment task has a section for the assessor recording the assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS). Once the student satisfactorily completes all assessment tasks, the assessor will complete the assessment summary cover sheet and record either a “Competent” (C) or “Not Competent” (NC) outcome. When awarding any assessment result, assessors must ensure that feedback for the student is recorded in the spaces provided after each assessment task and on the record of assessment outcome.

Summary of assessment methods and tasks

The assessment Assessment Task # 1

methods that are used in this assessment tool are: Method of Description Assessment Questions You are required to answer 39 short answer questions related to this unit.

Instructions:

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2

Project

1. Task 1 is a role-play in which you are required to meet with the manager of the aged care centre (Assessor) to discuss the needs for the lunch menus. 2. Task 2 has 2 parts. In part A, you are required to prepare a proposal for two cyclical lunch menus. In part B, you should design a questionnaire for the residents to get their feedback about the quality of your menu. 3. In task 3, you are required to revise the menus based on the feedback from the centre staff and prepare a draft email covering note to the centre manager, discussing the feedback you have received, and the actions you have taken/ will take to address the feedback.

3

Project

1. Task 1 is a role-play in which you are required to meet with the manager (Assessor) of the child care centre to discuss the needs for the lunch menu. 2. Task 2 is project in which you are required to prepare a proposal for cyclical lunch menu for the child care centre. 3. Task 3 is a role-play in which you must meet with two educators (staff who are responsible for the children’s care and learning) (role-played by Assessor and people nominated by your assessor) at the child care centre, to get their feedback and suggestions about the menu. 4. In task 4, you are required to revise the menu in order to incorporate the suggestions and feedback.

You can seek clarification regarding the assessment required to be done You can ask for reasonable time from Assessor for preparation of project or Assessment You can seek information on additional reading material and reference for completion of the assessments If you have any special needs, you can seek assistance from Assessors depending upon the nature of the need. You can seek assistance from assessor while using special diagnostic

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equipment Review the observation checklist/decision making rules to know what is expected of you. You may refer to the observation checklist for observation based assessments at any stage prior to the commencement of your assessment. You must not refer to this checklist whilst you are being assessed Your assessor will also explain to you the observation process prior to the assessment

Require d resource s

Each assessment task in this assessment tool outlines specific resources that the student must have access to as part of the assessment process. Assessors must ensure that students have appropriate access to these resources before any assessment is conducted.

Reasonable adjustment

Acumen Education enables reasonable adjustments to be made to assessment procedures for students with special needs, such as people with disabilities or with language or literacy difficulties. Assessing knowledge is usually assessed through written or oral, short-answer tests where assessors seek to determine the extent of the student’s knowledge. Following are some of the examples of adjustments that can be made for the students:  Ask questions orally instead of in a written format  Provide equipment such as text enlargers, image enhancers, and voice recorders.  Give the student more time to complete the assessment;, allocate a different time for completion of the assessment;  Offer a separate, quiet room.  Modifying or providing equipment  Adapting delivery strategies  Ensuring that course activities are sufficiently flexible, providing additional support to student where necessary  Customising resources and activities within the training package or accredited course  Monitoring the adjustments to ensure student needs continue to be met

Plagiarism policy

Acumen education takes a systemic approach to the treatment of plagiarism in academic work. The policy is intended to promote honesty in learning and assessment and respect for the work of others. Contravention of this policy will result in students being penalized. Please read the plagiarism policy available in your student handbook and to be aware of the consequences and to understand your rights and responsibilities.

Academic appeals

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Where a student wishes to appeal an assessment they are required to notify their assessor in the first instance. Where appropriate the assessor

Reassessment process

may decide to re-assess the student to ensure a fair and equitable decision is gained. The assessor shall complete a written report regarding the re-assessment outlining the reasons why assessment was or was not granted.  If this is still not to the student’s satisfaction the student shall formally lodge an appeal by submitting a written letter within one week of receiving the results using the form 10...