SITHKOP004 develop menus for special dietary requirements Activities

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This document provides assessors with information and instructions on how to use the assessments for this unit. Please read it in conjunction with all assessment documents.

Unit title

SITHKOP402 Develop menus for special dietary requirements

Pre-requisite

N/A

Context of and specific resources for assessment

Assessment must ensure use of the following.

A hospitality industry business operation or activity for which special menus and meal plans are prepared.

Workplace documentation defined in the Assessment Guidelines. This can be a real industry workplace or a simulated industry environment such as a training kitchen servicing customers

Computers, printers and software for costing and developing menus and meal plans.

Dietary Guidelines for Australians, including those for older adults, children and adolescents.

Competency Assessment Matrix

The Competency Assessment Matrix is provided as a separate document.

Assessors should refer to it for detail about which assessments map the performance criteria, required skills and knowledge, and critical aspects of assessment for this unit.

Worksheets (short answer) AND Knowledge test (multiple choice)

The Worksheets and Knowledge Test are provided as separate documents.

These assessments are designed to be completed as the learner progresses through the multimedia/text content. Assessors can direct the learner to complete them at different stages of learning or before signing off competency at the completion of the entire unit.

ACTIVITY A – Practical demonstration

There are two tasks for this assessment. Each task requires the learner to be directly observed by an assessor. This observation must take place in a hospitality industry business operation where special menus and meal plans are prepared.

Task 1 is a five-part project which requires the learner to demonstrate their ability to develop a menu for special dietary requirements from start to finish. The learner completes their project in an actual workplace or approved, simulated industry environment with the computers, printers, software and dietary guidelines outlined in the Assessment guidelines. The assessor should provide the learner with costs of food supply for a food service business.

To ensure that all of the critical aspects for assessment are covered, the assessor must receive and mark all five parts of the project.

Tables and checklists are provided in Activity A to ensure that all performance criteria and skills are covered as the learner identifies the dietary and cultural menu requirements of customers in order to develop, cost and document menus and meal plans for them.

Task 2 involves oral questions the assessor asks during or after assessing the learner’s skills in Task 1. These questions further assess the learner’s skills and knowledge. A list of suggested questions is provided for this task. However, the assessor can add or change where required, depending on the nature of the workplace/training environment.

Activity B – Research and Assess dietary trends

This assessment requires the learner to research and assess contemporary or emerging dietary trends or regimes. It consists of two tasks which must be submitted together.

Task 1 requires the learner to research a contemporary/emerging dietary trend or regime.

Task 2 requires the learner to assess the dietary trend or regime they researched.

activity C – portfolio of information

This assessment requires the learner to collate a portfolio containing useful resources, contacts and information related to developing menus for special dietary requirements. The information learners collect should include, but is not limited to, the list provided in Activity C.

Learners should collect the information over the duration of the unit and submit it at the end, along with the answers to the provided supporting questions.

activity D – Supervisor/manager report

The learner’s workplace supervisor or manager completes this report. They record the context in which they observed the learner and comment on their workplace performance.

A checklist verifying the candidate’s performance in the workplace is provided. This may be completed in the workplace by a supervisor/manager or in a simulated workplace by an assessor (third-party) within the training organisation.

Observations must be conducted over a period of time. This ensures achievement of all performance criteria on multiple occasions.

Once the learner’s competence is deemed satisfactory in demonstrating their skills and knowledge, the supervisor/manager validates the report alongside each item. Each relates to the performance criteria and required skills and knowledge for this unit.

The learner is required to sign this document once it’s completed by the supervisor/manager.

Activities A to D are contained within this document.

activities with instructions for learners

activity A – MENU DEVELOPMENT PROJECT

Task 1: Develop a menu for special dietary requirements

This five-part task requires you to develop a cyclic menu with a one-week cycle period from start to finish.
Incorporate sufficient choice of dishes (at least two for each meal: breakfast, lunch and dinner).
Access and sort all information required for menu design.
Coordinate a timely and efficient development process.

Part 1: Identify the dietary and cultural requirements of customers

Answer the following questions.

Q 1: What customer group is your menu developed for?

Q 2: What are their dietary and/or cultural requirements?

Q 3: What sources of information did you use to determine these requirements? (Please supply them for portfolio of information in Activity C.)

Q 4: Whom did you liaise with to identify and confirm customer requirements? (Please provide contact details for portfolio of information in Activity C.)

Q 5: What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?

Part 2: Develop menus and meal plans for special diets

Complete all four tasks.
Refer to checklist at the end of Activity A of all required documentation.

Brainstorm a range of ideas for your menu. Select a variety of suitable foods and meals for specific requirements.
Sort them into a rough draft of your menu. Use Menu overview (on the next page) to help you.
Make seven copies of Daily meal plan and menu item checklist (two pages down), one for each day of the week. Complete a meal plan for each day of the week as per your Menu overview. Complete the table for each menu item (breakfast options, morning tea, lunch options, afternoon tea and dinner options) for each day of the week. Use the checklist for each menu item to ensure your meal plans (and entire menu) are well developed.
Discuss your Menu overview,Daily meal plan and menu item checklists with relevant personnel and/or your assessor to get approval before continuing with Part 3.

Menu overview

Cyclic menu items week 1

Meals	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
Breakfast (1)
Breakfast (2)
Morning tea
Lunch (1)
Lunch (2)
Afternoon tea
Dinner (1)
Dinner (2)

Daily meal plan and menu item checklist

Day: ____

Meals	Menu items	Main ingredients	Cooking methods	Colours	Flavours	Textures	Sizes/ shapes	Nutrients	Checklist
Breakfast (1)									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems
Breakfast (2)									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems
Morning tea									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems
Lunch (1)									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems
Lunch (2)									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems
Afternoon tea									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems
Dinner (1)									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems
Dinner (2)									Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems

Part 3: Cost and document special menus and meal plans

Complete all five tasks.
Refer to checklist at the end of Activity A of all required documentation.

Itemise all proposed expenditure items for each dish.
Calculate portion yields and costs from raw ingredients for each dish both manually and using computer technology. (Provide formulas, calculations, spreadsheets, etc., for each dish.)
Assess cost-effectiveness of proposed dishes against any budgetary constraints. (Provide formulas, calculations, spreadsheets, etc., for each dish.)
Choose high-yield dishes and list them.
If any menu items send your menu beyond budgetary constraints, you may need to do a second draft of menu items and rewrite your Menu overview and Daily meal plans accordingly.

Part 4: Monitor special menu performance

Complete all three tasks.

Use customer satisfaction and sales data to assess your menu’s success. (Provide copies of customer survey results, popularity index and/or sales data in your portfolio of information in Activity C.)
List unpopular menu items and/or those which didn’t meet customers’ dietary goals.
State how you will adjust the menu, based on feedback and success.

Part 5: Complete portfolio of evidence

It is your responsibility to go over the checklist at the end of Activity A to ensure your evidence is complete.
It is your assessor’s responsibility to:
read your portfolio and all parts of your project
use the following table to confirm your ability to plan and cost basic menus for a commercial kitchen
decide when you are competent.

Observable skills/tasks the learner is required to demonstrate	Date Signature	Date Signature	Date Signature	Satisfactory	Comments
Identifies the dietary and cultural menu requirements of different customer groups.				Yes No
Researches, assesses and seeks information on contemporary dietary trends and regimes.				Yes No
Liaises with other professionals to identify and confirm customer requirements.				Yes No
Considers the input of health and other professionals in the menu-planning process.				Yes No
Confirms health consequences of ignoring special dietary requirements of customers.				Yes No
Selects a variety of suitable foods and meals for specific requirements.				Yes No
Can identify appropriate combinations of food to meet macro- and micronutrient requirements.				Yes No
Develops menus and meal plans that promote good health and reduce the incidence of diet-related health problems.				Yes No
Prepares cyclic menus and balances nutritional requirements and variety.				Yes No
Incorporates sufficient choice of dishes into the menus.				Yes No
Recommends food preparation and cooking methods to maximise nutritional value of food.				Yes No
Accurately calculates all expenditure items to determine production costs of menu items for menus and meal plans.				Yes No
Calculates portion sizes, portion yields and costs from raw ingredients.				Yes No
Assesses cost-effectiveness of proposed dishes against budgetary constraints and chooses products that provide high yield.				Yes No
Uses correct terminology in menus and meal plans.				Yes No
Seeks ongoing feedback from customers and others and uses it to improve menu performance.				Yes No
Analyses the success of special menus against dietary goals and customer satisfaction.				Yes No
Adjusts menus based on feedback and success.				Yes No
Can read and interpret complex details of health-related problems and cultural meal requirements. Is able to evaluate diet-related health problems and design menus which provide variety.				Yes No
Can write comprehensive menus and meal plans.				Yes No
Is able to plan and organise well enough to access and sort all information required for menu design. Can coordinate a timely and efficient menu development process.				Yes No
Takes responsibility for the design of menus and meal plans.				Yes No
Demonstrates the technological skills necessary to use computers and software programs to cost and document menus and meal plans.				Yes No

Checklist for Activity A

Submit the following information to support ACTIVITY A: MENU DEVELOPMENT PROJECT

Checklist for Activity A

Part 1: Identify the dietary and cultural requirements of customers

1. Answers to all five questions

Part 2: Develop menus and meal plans for special diets

1. Menu idea brainstorm

2. Rough draft menu

3. 7-day meal plan and menu item checklists (one for each day of the week)

4. Variety of suitable ingredients

Part 3: Cost and document special menus and meal plans

1. Itemisation of all proposed expenditure items for each dish

2. Portion yield and cost calculations from raw ingredients for each dish (manual and computer-based)

3. Cost-effectiveness calculations as above

4. List of high-yield dishes

5. Document final menu or second draft showing high-yield dish choices

Part 4: Monitor special menu performance

1. Provide your final menu

2. Copies of customer survey results

3. Copies of popularity index calculations

4. Copies of sales data

5. List of unpopular menu items and/or those which didn’t meet customers’ dietary goals

6. Statement of menu adjustments to implement based on feedback and success

Part 5: Complete portfolio of evidence

1. All evidence required for Parts 1, 2, 3 and 4 is included

2. All evidence is completed

3. All questions are answered

4. You are ready to be assessed

Task 2: Answer questions

Your assessor will:

ask you a range of questions about developing menus for special dietary requirements
ask you the questions during or after the skill is demonstrated
assess your responses in the table below
decide when you have answered all the questions competently.

Observable skills/tasks the learner is required to demonstrate	Verbal questions	Correct / incorrect response ü X	Further questions added ü X	Satisfactory/ not satisfactory ü X
Identifies the dietary and cultural menu requirements of different customer groups.	Q: What different customer groups have you identified and developed menus for throughout this course? Which did you choose for your project? Why?
	Q: What influences the food and beverage choices of this particular customer group?
	Q: What are some of the ways you identify the dietary and cultural menu requirements of different customer groups?
	Q: What are the main types and culinary characteristics of cultural diets that are part of contemporary Australian society?
	Q: What are the main types and culinary characteristics of special diets that are part of contemporary Australian society?
	Q:
Researches, assesses and seeks information on contemporary dietary trends and regimes.	Q: Tell me about some of the research you’ve done on contemporary dietary trends and regimes.
	Q: What was the most interesting thing you learned?
	Q: Did you use this research when developing menus and meal plans?
	Q:
Liaises with other professionals to identify and confirm customer requirements.	Q: Who did you liaise with when developing the menu for your project?
	Q: In discussing the customer’s requirements with this person, was there anything you were unsure about?
	Q: If so, what was it and how did you clarify it?
	Q:
Considers the input of health and other professionals in the menu-planning process.	Q: Why is it important to consider the input of health and other professionals in the menu-planning process?
	Q: What could happen if you don’t do this?
	Q: How was the input of health and other professionals helpful when developing the menu for your project?
	Q:
Confirms health consequences of ignoring special dietary requirements of customers.	Q: What’s the difference between a food allergy and a food intolerance?
	Q: What ingredients commonly cause allergic reactions?
	Q: What could happen if you ignored or failed to address a customer’s allergy? Who could you confirm this with?
	Q: What’s anaphylaxis? What are its possible consequences?
	Q: What symptoms might a customer experience if you gave them a food they’re sensitive to or intolerant of? How could you confirm this?
Selects a variety of suitable foods and meals for specific requirements.	Q: Describe the differences between the different kinds of vegetarians. What ingredients would you have to exclude for each one?
	Q: Describe a time you had to change a standard menu item to meet a customer’s special dietary requirements.
	Q: What ingredients did you need to exclude? What substitute ingredients did you use (provide culinary terms and trade names)?
	Q: Were the substitutions of equivalent nutritional value? Why? Why not?
Can identify appropriate combinations of food to meet macro- and micronutrient requirements.	Q: What foods/ingredients do we need to meet our macro- and micronutrient requirements?
	Q: What nutrients are in these foods?
	Q: Read through this packaging label. How well does it meet basic nutrient requirements?
	Q: What additives or preservatives are in the food? Why?
	Q: What other additives or preservatives do you know about? What are the implications of using them in food?
Develops menus and meal plans that promote good health and reduce the incidence of diet-related health problems.	Q: What role does good nutrition play in people’s lives?
	Q: What are the health implications of poor food choices?
	Q: When developing the menu for your project, how did you ensure that it promoted good health and reduced the incidence of diet-related health problems?
	Q:
Prepares cyclic menus and balances nutritional requirements and variety.	Q: When preparing the cyclic menu for your project, how did you ensure it was varied?
	Q: How did you ensure it balanced nutritional requirements?
	Q:
	Q:
Incorporates sufficient choice of dishes into the menus.	Q: How did you ensure it incorporated sufficient choice of dishes?
	Q:
	Q:
	Q:
Recommends food preparation and cooking methods to maximise nutritional value of food.	Q: What food preparation methods would you recommend to maximise the nutritional value of food?
	Q: What food cooking methods would you recommend to maximise the nutritional value of food? Why? What happens to the food if you use other cooking methods?
	Q: What food storage methods would you recommend to maximise the nutritional value of food? What happens to food if you don’t store it correctly?
	Q:
Accurately calculates all expenditure items to determine production costs of menu items for menus and meal plans.	Q: What items in addition to ingredients should you accurately calculate when costing menus?
	Q: Why?
	Q:
	Q:
Calculates portion sizes, portion yields and costs from raw ingredients.	Q: What should you keep in mind regarding standard measures when calculating portion yields and calculating costs?
	Q: What’s the difference between a standard yield test and a butcher’s yield test?
	Q:
	Q:
Assesses cost-effectiveness of proposed dishes against budgetary constraints and chooses products that provide high yield.	Q: What’s the standard food cost percentage across the hospitality and catering industry? Why is this percentage important?
	Q: Describe how you can price menu items to make sure they meet your organisation’s desired profit margins.
	Q: What budgetary constraints do you need to keep in mind?
	Q: What are some ways you can maximise profitability?
Uses correct terminology in menus and meal plans.	Q: What are key elements of descriptive yet accurate menu content?
	Q: Give some examples of how you could creatively use terminology to describe three different styles of cuisine.
	Q:
	Q:
Seeks ongoing feedback from customers and others and uses it to improve menu performance.	Q: Describe some ways you can get feedback on your menus.
	Q: Who are some people you could ask for menu suggestions?
	Q: How would you use these suggestions to improve menu performance?
	Q:
Analyses the success of special menus against dietary goals and customer satisfaction.	Q: Describe how you can use customer satisfaction surveys, popularity indices and sales data to analyse the success of menu items.
	Q: How would you analyse the success of special menus against dietary goals?
	Q: How can you spot an unprofitable or unpopular menu item?
	Q:
Adjusts menus based on feedback and success.	Q: What are some actions you could take if you identified an unpopular or unprofitable dish on your menu?
	Q: How could you adjust a menu that’s not meeting a customer’s dietary goals?
	Q:
	Q:
Can read and interpret complex details of health-related problems and cultural meal requirements. Is able to evaluate diet-related health problems and design menus which provide variety.	Q: Imagine you’re a chef in a hospital or hospital-catering organisation. Read this case study of a patient who has a diet-related health problem. Describe how you would meet their meal requirements on a typical day in hospital.
	Q: Let’s say this patient needed to stay in hospital for a more extended period of time. How would you design a menu for them which provides sufficient variety?
	Q: How would you ensure that the food you’re providing doesn’t interact with any medications the patient is taking?
	Q: Imagine you work in the kitchen of a large hotel. Read this information on the cultural meal requirement of a tour group that’s about to arrive. How would you ensure their needs are met?
Can write comprehensive menus and meal plans.	Q: What problems did you have when writing the cyclical menu for your project?
	Q: How did you resolve them?
	Q: Is there anything you could have done better?
	Q: How would you do it differently next time?
Is able to plan and organise well enough to access and sort all information required for menu design. Can coordinate a timely and efficient menu development process.	Q: When developing your own menu in your project, how did you manage to sort all the information required and keep track of it?
	Q: Briefly describe the steps you took to plan, develop, cost, write and evaluate the menu for your project.
	Q: Did you manage to do this in a timely and efficient way?
	Q: If so, how? If not, how could you improve the process next time?
Takes responsibility for the design of menus and meal plans.	Q: What are your responsibilities when it comes to designing menus and meal plans?
	Q: What are the primary components of the Dietary Guidelines for Australians?
	Q: How do you ensure the needs of older Australians, children and adolescents are catered for in your menu planning?
	Q:
Demonstrates the technological skills necessary to use computers and software programs to cost and document menus and meal plans.	Q: Describe the technological skills you needed to cost and document the menu for your project.
	Q: Were there any new skills that you had to learn?
	Q: How did you do this?
	Q:
	Q:

activity B – Research and Assess dietary trends

Complete Tasks 1 and 2 in Activity B.

Task 1 – Research

Research a contemporary/emerging dietary trend or regime.
Provide at least five sources you used to seek this information in your portfolio in Activity C.

Task 2 – Assessment

Assess the dietary trend or regime you researched.
Make sure you answer all questions.

Q 1: What are the strengths of this dietary trend or regime?

Q 2: What are its weaknesses?

Q 3: Liaise with other professionals. Would this dietary trend or regime be suitable for a child? Why? Why not?

Q 4: Liaise with other professionals. Would this dietary trend or regime be suitable for a pregnant or lactating woman? Why? Why not?

Q 5: Liaise with other professionals. Would this dietary trend or regime be suitable for an older Australian? Why? Why not?

Q 6: Liaise with other professionals. Would this dietary trend or regime be suitable for an athlete?

Q 7: Liaise with other professionals. Would this dietary trend or regime be suitable for an obese person? Why? Why not?

activity C – portfolio of information

Gather a range of information

Put together a portfolio of useful resources, contacts and information related to developing menus for special dietary requirements.
Information should be collected over the duration of the unit and submitted nearing the end of study for this unit, as directed by your assessor.
Your portfolio will be viewed by your assessor, but you should retain it for future reference.

Types of information you should include

Samples of special recipes from your workplace or training environment.
Samples of recipes used to prepare dishes in Activity A.
Photographs of a range of nutritionally-balanced dishes you have prepared and presented within commercial time constraints.
List of useful dietary and cultural websites.
A copy of your establishment’s menu with written suggestions on it or attached to it including:
modifications or adjustments
exclusions
substitutions
specialised ingredients
cooking method changes
what your organisation could implement to better serve customers with special dietary needs while at the same time maintaining (or improving) nutritional value.
Relevant newspaper or magazine articles related to:
nutrition
modern influences on our food and beverage choices
health implications of making poor food choices
the role of good nutrition in avoiding dietary disease
the role and implications of using additives and preservatives
modern food presentation methods.
A copy of the Dietary Guidelines for Australians.
Any other useful resources related to preparing food to meet special dietary requirements.

activity D – supervisor/manager report

Supervisor/manager report

This document provides supporting evidence of the learner’s performance in the workplace.
You may use this checklist to record your assessment of the learner’s skills and knowledge in the workplace.
You should observe the learner over a period of time (approximately two weeks) to ensure they can consistently and satisfactorily perform the tasks multiple times.
You may provide comments if/when required.
Once completed, you must submit the checklist to the nominated person.
Make sure the learner signs this document once you have completed it.

Unit title	SITHKOP004 Develop menus for special dietary requirements
Workplace name
Supervisor’s/manager’s name
Learner’s name
Date training/assessment began:		Date training/assessment completed:

Observable skills/tasks the learner is required to demonstrate	Supervisor/manager comments	Satisfactory
Example: Prepares cyclic menus and balances nutritional requirements and variety.	Example: Learner has created a one-week cyclic menu for customers in an aged care facility whose food texture is modified: smooth pureed. They balanced nutritional requirements while at the same time providing choice and variety. They introduced the use of food moulds, which was very successful and resulted in very satisfied customers.	Yes No ü

Observable skills/tasks the learner is required to demonstrate

Supervisor/manager comments

Satisfactory

Example:

Prepares cyclic menus and balances nutritional requirements and variety.

Example:

Learner has created a one-week cyclic menu for customers in an aged care facility whose food texture is modified: smooth pureed. They balanced nutritional requirements while at the same time providing choice and variety. They introduced the use of food moulds, which was very successful and resulted in very satisfied customers.

Yes No

Observable skills/tasks the learner is required to demonstrate	Supervisor/manager comments	Satisfactory
Element 1: Identify the dietary and cultural menu requirements of customers
Identifies the dietary and cultural menu requirements of different customer groups.		Yes No
Researches, assesses and seeks information on contemporary dietary trends and regimes.		Yes No
Liaises with other professionals to identify and confirm customer requirements.		Yes No
Considers the input of health and other professionals in the menu-planning process.		Yes No
Confirms health consequences of ignoring special dietary requirements of customers.		Yes No
Element 2: Develop menus and meal plans for special diets
Selects a variety of suitable foods and meals for specific requirements.		Yes No
Can identify appropriate combinations of food to meet macro- and micronutrient requirements.		Yes No
Develops menus and meal plans that promote good health and reduce the incidence of diet-related health problems.		Yes No
Prepares cyclic menus and balances nutritional requirements and variety.		Yes No
Incorporates sufficient choice of dishes into the menus.		Yes No
Recommends food preparation and cooking methods to maximise nutritional value of food.		Yes No
Element 3: Cost and document special menus and meal plans
Accurately calculates all expenditure items to determine production costs of menu items for menus and meal plans.		Yes No
Calculates portion sizes, portion yields and costs from raw ingredients.		Yes No
Assesses cost-effectiveness of proposed dishes against budgetary constraints and chooses products that provide high yield.		Yes No
Uses correct terminology in menus and meal plans.		Yes No
Element 4: Monitor special menu performance
Seeks ongoing feedback from customers and others and uses it to improve menu performance.		Yes No
Analyses the success of special menus against dietary goals and customer satisfaction.		Yes No
Adjusts menus based on feedback and success.		Yes No
Can read and interpret complex details of health-related problems and cultural meal requirements. Is able to evaluate diet-related health problems and design menus which provide variety.		Yes No
Can write comprehensive menus and meal plans.		Yes No
Is able to plan and organise well enough to access and sort all information required for menu design. Can coordinate a timely and efficient menu development process.
Takes responsibility for the design of menus and meal plans.
Demonstrates the technological skills necessary to use computers and software programs to cost and documents menus and meal plans.

SITHKOP004 develop menus for special dietary requirements

SITHKOP004 develop menus for special dietary requirements Assessment 1

SITHKOP004 develop menus for special dietary requirements Activities

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