1ACP-SITHKOP004 V1.2020-LWLEARNER WORKBOOKSITHKOP004Develop menus for special dietary requirementsSIT40516 Certificate IV in Commercial CookeryStudent ID: _________________________________________________Student Name: _________________________________________________Assessor Name: ________________________________________________Student Signature:______________________ Date:_____ / _____ / ________ OFFICE USE ONLYReceived by –Date:Assessment Attempt❑ Initial Attempt❑ Second Attempt / ReassessmentCompletion Status❑ Complete❑ IncompleteRESULTS❑ COMPETENT❑ NOT YET COMPETENTCompletion Date:Assessed by: 2ACP-SITHKOP004 V1.2020-LWUnit Assessment Pack (UAP) – Cover SheetStudent and Trainer/Assessor Details Student IDStudent nameContact numberEmail addressTrainer/Assessor name Course and Unit Details Course codeSIT40516Course nameCertificate IV in Commercial CookeryUnit codeSITHKOP004Unit nameDevelop menus for special dietary requirements Assessment Submission Method ☐ By hand to trainer/assessor☐ By email totrainer/assessor☐ Online submission via LearningManagement System (LMS)☐ By Australia Post to RTO☐ Any other method_________________________________________________(Please mention here) Student Declaration • I certify that the work submitted for this assessment pack is my own. I have clearlyreferenced any sources used in my submission. I understand that a false declaration is aform of malpractice;• I have kept a copy of this assessment pack and all relevant notes, attachments, andreference material that I used in the production of the assessment pack;• For the purposes of assessment, I give the trainer/assessor of this assessment thepermission to:o Reproduce this assessment and provide a copy to another member of staff; ando Take steps to authenticate the assessment, including communicating a copy ofthis assessment to a checking service (which may retain a copy of the assessmenton its database for future plagiarism checking).Student signature: ________________________________Date: ____/_____/______________ 3ACP-SITHKOP004 V1.2020-LWAssessment PlanTo demonstrate competence in this unit, you must be assessed as satisfactory in each of thefollowing assessment tasks. Evidence recordedEvidence Type/ Method of assessmentSufficient evidencerecorded/OutcomeUnit Assessment Task 1Unit Knowledge Test (UKT)S / NS (First Attempt)S / NS (Second Attempt)Unit Assessment Task 2Unit Project (UP) – Develop and cost menusfor special dietary requirementsS / NS (First Attempt)S / NS (Second Attempt)Final resultC/NYCDate assessedTrainer/AssessorSignature 4ACP-SITHKOP004 V1.2020-LWAssessment Conditions Unit purpose/application This unit describes the performance outcomes, skills and knowledge required to develop menus andmeal plans for people who have special dietary needs for health, lifestyle and cultural reasons. Itrequires the ability to identify the dietary requirements of customers, develop special menus and mealplans to meet those requirements, cost menus and to monitor and evaluate the success of menuperformance.The unit applies to all hospitality and catering organisations that prepare and serve food. This includeshotels, 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 assenior cooks, chefs, catering supervisors and managers.No occupational licensing, certification or specific legislative requirements apply to this unit at thetime of publication. What the student can expect to learn by studying this unit of competency • Identify menu requirements.• Develop menus and meal plans for special diets.• Cost and document special menus and meal plans.• Monitor special menu performance. Training and assessment resources required for this unit of competency The student will have access to the following:• Learner guide• PowerPoint presentation• Unit Assessment Pack (UAP)• Access to other learning materials such as textbooksThe resources required for these assessment tasks also include:• Access to a computer, the Internet and word-processing system such as MS Word.• Business related environment area, this can be a:o Real industry workplaceo Simulated industry environment• Codes of practice and standards issued by government regulators or industry groups. Submission instructions Your trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion 5ACP-SITHKOP004 V1.2020-LWAcademic IntegrityAcademic Integrity is about the honest presentation of your academic work. It means acknowledgingthe work of others while developing your own insights, knowledge and ideas.As a student, you are required to:• Undertake studies and research responsibly and with honesty and integrity• Ensure that academic work is in no way falsified• Seek permission to use the work of others, where required• Acknowledge the work of others appropriately• Take reasonable steps to ensure other students cannot copy or misuse your work.PlagiarismPlagiarism means to take and use another person’s ideas and or manner of expressing them and topass them off as your own by failing to give appropriate acknowledgement. This includes materialsourced from the internet, RTO staff, other students, and from published and unpublished work.Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, whichincludes:• Paraphrasing and presenting work or ideas without a reference• Copying work either in whole or in part• Presenting designs, codes or images as your own work• Using phrases and passages verbatim without quotation marks or referencing the author orweb page• Reproducing lecture notes without proper acknowledgement.CollusionCollusion means unauthorised collaboration on assessable work (written, oral or practical) with otherpeople. This occurs when a student presents group work as their own or as the work of someone else.Collusion may be with another RTO student or with individuals or students external to the RTO. Thisapplies to work assessed by any educational and training body in Australia or overseas.Collusion occurs when you work without the authorisation of the teaching staff to:• Work with one or more people to prepare and produce work• Allow others to copy your work or share your answer to an assessment task• Allow someone else to write or edit your work (without rto approval)• Write or edit work for another student• Offer to complete work or seek payment for completing academic work for other students.Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion andacademic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarismand collusion.Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students whoengage in plagiarism and collusion as outlined in RTO’s policy.Proven involvement in plagiarism or collusion may be recorded on students’ academic file and couldlead to disciplinary action Other Important unit specific Information N/A Unit outcome 6ACP-SITHKOP004 V1.2020-LW• This unit is not graded and the student must complete and submit all requirements for theassessment task for this cluster or unit of competency to be deemed competent.• Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS)result for each individual unit assessment task (UAT).• Final unit result will be recorded as competency achieved/competent (C) or competency notyet achieved/not yet competent (NYC). Prerequisite/s Nil Co-requisite/s Nil Foundation Skills The Foundation Skills describe those required skills (learning, oral communication, reading, writing,numeracy, digital technology and employment skills) that are essential to performance. Foundation skillsessential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation • Food Standards Australia New Zealand Act 1991• Food Standards Australia New Zealand Regulations 1994• Imported Food Control Act 1992• Food Act 1984• Food Act 2006• Food Regulation 2006• Food Production (Safety) Act 2000• Food Production (Safety) Regulation 2014• Food Act 2003• Food Regulation 2015• Australian Human Rights Commission Act 1986• Age Discrimination Act 2004• Disability Discrimination Act 1992• Racial Discrimination Act 1975• Sex Discrimination Act 1984• Code of ethics and codes of conduct• Ethical Principles in the Workplace• Codes of practice• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)• Occupational Health and Safety Act 2004• Work Health and Safety Act 2011 Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adheredto.The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level 7ACP-SITHKOP004 V1.2020-LWAQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth ofachievement and the autonomy required to demonstrate that achievement.All assessment tasks must ensure compliance with the requirements of AQF level and the AQF levelcriteria. For more information, please visit http://www.aqf.edu.au/ Further Information For further information about this unit go to https://training.gov.au/Training/Details/SITHKOP004Additional Information• This information will be managed by the provisions of the Privacy Act and the Freedom ofInformation Act.)• Students are required to satisfactorily complete and submit all assessment tasks thatcontribute to the assessment for a unit.• Students will be provided with one more attempt to complete this Unit assessment pack(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unitassessment task (UAT).• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensurethe student is ready for the assessment.• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance andquality assurance department/administration department in your RTO for continuouslyimproving our assessment and student resources.Feedback to studentFeedback on an individual student’s assessment performance is a vital element in their learning. Itspurpose is to justify to students how their competency was assessed, as well as to identify andreward specific qualities in their work, to recommend aspects needing improvement, and to guidestudents on what steps to take.Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.At its best, feedback should:• Be provided for each Unit Assessment Task (UAT)• Guide students to adapt and adjust their learning strategies• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learningneeds• Be a pivotal feature of learning and assessment design, not an add-on ritual• Focus on course and unit learning outcomes• Guide students to become independent and self-reflective learners and their own critics• Acknowledge the developmental nature of learning.If students have not received proper feedback, they must speak to compliance and quality assurancedepartment/administration department in the RTO/person responsible for looking after the qualityand compliance services of the RTO.For more information, please refer to RTO Student Handbook.8ACP-SITHKOP004 V1.2020-LWUnit Pre-Assessment Checklist (UPAC)UAT 1 – Unit Knowledge Test (UKT)Purpose of the checklistThe pre-assessment checklist helps students determine if they are ready for assessment. Thetrainer/assessor must review the checklist with the student before the student attempts theassessment task. If any items of the checklist are incomplete or not clear to the student, thetrainer/assessor must provide relevant information to the student to ensure they understand therequirements of the assessment task. The student must ensure they are ready for the assessment taskbefore undertaking it.Section 1: Information for Students• Please make sure you have completed the necessary prior learning before attempting thisassessment.• Please make sure your trainer/assessor clearly explained the assessment process and tasks tobe completed.• Please make sure you understand what evidence is required to be collected and how.• Please make sure you know your rights and the Complaints and Appeal process.• Please make sure you discuss any special needs or reasonable adjustments to be consideredduring the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiatethese with your trainer/assessor).9ACP-SITHKOP004 V1.2020-LW• Please make sure that you have access to a computer and the internet (if you prefer to typethe answers).• Please ensure that you have all the required resources needed to complete this UnitAssessment Task (UAT).• Due date of this assessment task is according to your timetable.• In exceptional (compelling and compassionate) circumstances, an extension to submit anassessment can be granted by the trainer/assessor.• Evidence of the compelling and compassionate circumstances must be provided together withyour request for an extension to submit your assessment work.• Request for an extension to submit your assessment work must be made before the due dateof this assessment task.Unit Assessment Task (UAT)Assessment Task 1 – Unit Knowledge Test (UKT)Assessment type:• Written QuestionsAssessment task description:• This is the first (1) unit assessment task you have to successfully complete to be deemedcompetent in this unit of competency.• The Unit Knowledge Test is comprised of fourteen (14) written questions• You must respond to all questions and submit them to your Trainer/Assessor.• You must answer all questions to the required level, e.g. provide the number of points, to bedeemed satisfactory in this task• You will receive your feedback within two weeks – you will be notified by your Trainer/Assessorwhen results are available.Applicable conditions:• All knowledge tests are untimed and conducted as open book tests (this means you are ableto refer to your textbook during the test).• You must read and respond to all questions.• You may handwrite/use computers to answer the questions.• You must complete the task independently.• No marks or grades are allocated for this assessment task. The outcome of the task will beSatisfactory or Not Satisfactory.• As you complete this assessment task you are predominately demonstrating your written skillsand knowledge to your trainer/assessor.10ACP-SITHKOP004 V1.2020-LW• The trainer/assessor may ask you relevant questions on this assessment task to ensure thatthis is your own work.Resubmissions and reattempts:• Where a student’s answers are deemed not satisfactory after the first attempt a resubmissionattempt will be allowed.• You must speak to your Trainer/Assessor if you have any difficulty in completing this task andrequire reasonable adjustments (e.g. can be given as an oral assessment)• For more information, please refer to your RTO Student Handbook.Location:• This assessment task may be completed in a learning management system (i.e. Moodle) orindependent learning environment.• Your trainer/assessor will provide you further information regarding the location forcompleting this assessment task.Instructions for answering written questions:• Complete a written assessment consisting of a series of questions.• You will be required to correctly answer all the questions.• Do not start answering questions without understanding what is required from you. Read thequestions carefully and critically analyse them for a few seconds, this will help you to identifywhat is really needed.• Your answers must demonstrate an understanding and application of relevant concepts,critical thinking, and good writing skills.• Be concise to the point and write answers according to the given word-limit to each questionand do not provide irrelevant information. Be careful, quantity is not quality.• Be careful to use non-discriminatory language. The language used should not devalue,demean, or exclude individuals or groups on the basis of attributes such as gender, disability,culture, race, religion, sexual preference or age. Gender inclusive language should be used.• When you quote, paraphrase, summarise or copy information from the sources you are usingto write your answers/research your work, you must always acknowledge the source.How your trainer/assessor will assess your work?• This assessment task requires the student to answer all the questions.• Answers must demonstrate the student’s understanding and knowledge of the unit.• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcomeis Not Yet Competent (NYC).• Once all assessment tasks allocated to this Unit of Competency have been undertaken,trainer/assessor will complete an Assessment plan to record the unit outcome. The outcomewill be either Competent (C) or Not Yet Competent (NYC).• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.Purpose of the assessment task:This assessment task is designed to evaluate your following knowledge:• Knowledge to identify dietary and cultural or religious menu requirements of differentcustomer groups.• Knowledge to identify health consequences of ignoring special dietary requirements ofcustomers.11ACP-SITHKOP004 V1.2020-LW• Knowledge to develop menus and meal plans that promote good health and reduce theincidence of diet related health problems.• Knowledge to seek ongoing feedback from customers and others and use to improve menuperformance.• Knowledge to prepare customer database to store customer information, their special needsand spending.• Reading skills to read and interpret complex details of health-related problems and culturalmeal requirements.• Oral communication skills to listen and respond to routine customer feedback, and askquestions of health and other professionals to inform menu choice.• Numeracy skills to calculate the cost of producing dishes for menus and meal plans andportion yields and costs from raw ingredients.• Knowledge to interact/cooperate with other professionals to identify and confirm customerrequirements.• Problem solving skills to evaluate diet-related health problems and design varied menus toaddress them and identify budgetary constraints and adjust menus to include the most costeffective options.• Knowledge to use computers and software programs to cost and document menus and mealplans.Assessment Task 1 – Unit Knowledge Test (UKT)Instructions:• This is an individual assessment.• The purpose of this assessment task is to assess the students’ knowledge essential to developmenus for special dietary requirements in a range of contexts and industry settings.• To make full and satisfactory responses you should consult a range of learning resources,other information such as handouts and textbooks, learners’ resources and slides.• All questions must be answered in order to gain competency for this assessment.Question 1. In the table below and in one or two sentences, complete any three (3) of Group A andGroup B in regard to culinary characteristics of cultural and/or religious diets and contemporarydietary trends and regimes that are part of contemporary Australian society. Group AComplete any 3HalalHinduKosherVegan 12ACP-SITHKOP004 V1.2020-LW VegetarianGroup BComplete any 3EliminationLivercleansingLowcarbohydrateLow fat andlowcholesterolLow kilojouleSugar freeMacrobiotic Question 2. Choosing five (5) of the customer groups from the table below, what types of special dietaryrequirements should be considered and what could be the consequences of ignoring these special dietaryrequirements? GroupSpecial requirementsConsequences of ignoredrequirementsAdolescents 13ACP-SITHKOP004 V1.2020-LW AthletesChildrenDefence forcesElderlyIll or injuredInfantsPeople in areasaffected by disasteror environmentalextremesPeople in remoteareasUnderweightCotemporary dietObese andoverweight 14ACP-SITHKOP004 V1.2020-LW Internationaltourists Question 3. Identify four (4) professionals with whom you must consult to identify and confirm dietaryrequirements for customers.Question 4. What is the meaning of the terms given below? Write your answer in 25-50 words for each.• Drug-food interaction• Anaphylaxis• Food sensitivity or intolerance• Food allergy• Food additives and preservatives15ACP-SITHKOP004 V1.2020-LWQuestion 5. What are some suitable foods and meals items for any seven (7) customer requirements inthe table below? Fat-FreeFluidsGluten-FreeHigh CarbohydrateHigh Or Low EnergyHigh or Low ProteinHigh FibreLacto OvoLow CarbohydrateLow CholesterolLow FatLow GlutenLow Kilojoule 16ACP-SITHKOP004 V1.2020-LW Low SugarModified Sodium OrPotassium Question 6. What are some combinations of food items which contain micro and macro nutrients?Answer in 50-100 words.Question 7. Outline six (6) menus and meal plans that you could develop in order to promote good healthand reduce the incident of diet related health problems.17ACP-SITHKOP004 V1.2020-LWQuestion 8. Mary is working in an aged care centre in Canberra as a chef. Give an example of a cyclicmenu Mary could develop which would balance nutritional requirements and variety. Write your answerin 50-100 words.Question 9. What three (3) cooking methods would you recommend to increase the nutritional value offood?18ACP-SITHKOP004 V1.2020-LWQuestion 10. Outline four (4) expenditure items that you need to calculate in order to determine theproduction costs of menu items.Question 11. What are the three (3) formulas required to calculate portion yields and costs from rawingredients?19ACP-SITHKOP004 V1.2020-LWQuestion 12. What are the benefits of assessing cost-effectiveness of proposed dishes against budgetaryconstraints? Write your answer in 50-100 words.Question 13. What are (5) methods to seek ongoing feedback from customers and others in order toimprove and adjust the menu?20ACP-SITHKOP004 V1.2020-LWQuestion 14. What are the methods to analyse the success of special menus by getting feedback fromcustomers and management against dietary goals and customer satisfaction? Write your answer in 50-100 words.21ACP-SITHKOP004 V1.2020-LWUnit Pre-Assessment Checklist (UPAC)UAT 2 – Unit Skills Test (UST) – Develop and costmenus for special dietary requirementsPurpose of the checklistThe pre-assessment checklist helps students determine if they are ready for assessment. Thetrainer/assessor must review the checklist with the student before the student attempts theassessment task. If any items of the checklist are incomplete or not clear to the student, thetrainer/assessor must provide relevant information to the student to ensure they understand therequirements of the assessment task. The student must ensure they are ready for the assessment taskbefore undertaking it.Section 1: Information for Students• Please make sure you have completed the necessary prior learning before attempting thisassessment.• Please make sure your trainer/assessor clearly explained the assessment process and tasks tobe completed.• Please make sure you understand what evidence is required to be collected and how.• Please make sure you know your rights and the Complaints and Appeal process.• Please make sure you discuss any special needs or reasonable adjustments to be consideredduring the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiatethese with your trainer/assessor).• Please make sure that you have access to a computer and the internet (if you prefer to typethe answers).• Please ensure that you have all the required resources needed to complete this UnitAssessment Task (UAT).• Due date of this assessment task is according to your timetable.• In exceptional (compelling and compassionate) circumstances, an extension to submit anassessment can be granted by the trainer/assessor.• Evidence of the compelling and compassionate circumstances must be provided together withyour request for an extension to submit your assessment work.• Request for an extension to submit your assessment work must be made before the due dateof this assessment task.Assessment Task 2 – Unit Project (UP) – Develop and cost menus forspecial dietary requirementsAssessment type• Unit Project – Develop and cost menus for special dietary requirementsAssessment task description• This is the second (2) unit assessment task you have to successfully complete to be deemedcompetent in this unit of competency.• This assessment task is comprised of a Unit Project (UP).• You must perform three (3) activities in this assessment task in order to complete this unit.• You must develop and cost menus and meal plans according to special dietary requirements.22ACP-SITHKOP004 V1.2020-LW• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in theperformance checklist to be deemed satisfactory in this task• You will receive your feedback within two weeks – you will be notified by your Trainer/Assessorwhen results are available.Applicable conditions• This skill test is untimed and conducted as an open book test (this means you are able to referto your textbook or other learner materials during the test).• You will be assessed independently on this assessment task.• No marks or grades are allocated for this assessment task. The outcome of the task will beSatisfactory or Not Satisfactory.• As you complete this assessment task you are predominately demonstrating your practicalskills, techniques and knowledge to your trainer/assessor.• Trainer/Assessor may ask you relevant questions during this assessment task.Resubmissions and reattempts• Where a student’s answers are deemed not satisfactory after the first attempt a resubmissionattempt will be allowed.• You must speak to your Trainer/Assessor if you have any difficulty in completing this task andrequire reasonable adjustments (e.g. can be given as an oral assessment)• For more information, please refer to your RTO Student Handbook.Location• This assessment task may be completed in a learning management system (i.e. Moodle etc.)or independent learning environment.• Your trainer/assessor will provide you further information regarding the location ofcompleting this assessment task.General Instructions for attempting the skills test:• You will be required to correctly attempt all activities of this assessment task.• You must perform three (3) activities in this assessment task in order to complete this unit.• You must develop and cost menus and meal plans according to special dietary requirements.• Instructions to answer the given questions based on the scenario are provided within theassessment task.How your trainer/assessor will assess your work?• This assessment task requires the student to develop and cost menus and meal plansaccording to special dietary requirements.• Answers must demonstrate the student’s understanding and skills of the unit.• Assessment objectives/ measurable learning outcome(s) are attached as performancechecklist/ performance criteria with this assessment task to ensure that you havesuccessfully completed and submitted the assessment task.• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcomeis Not Yet Competent (NYC).• Once all assessment tasks allocated to this Unit of Competency have been undertaken,trainer/assessor will complete an Assessment plan to record the unit outcome. The outcomewill be either Competent (C) or Not Yet Competent (NYC).• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.23ACP-SITHKOP004 V1.2020-LWPurpose of the assessment task:This assessment task is designed to evaluate your following skills and abilities:• Skill to identify dietary and cultural or religious menu requirements of different customergroups.• Skill to identify health consequences of ignoring special dietary requirements of customers.• Skill to develop menus and meal plans that promote good health and reduce the incidence ofdiet related health problems.• Skill to seek ongoing feedback from customers and others and use to improve menuperformance.• Writing skills to write comprehensive menus, meal plans and recommendations for cookingmethods.• Skill to prepare customer database to store customer information, their special needs andspending.• Reading skills to read and interpret complex details of health-related problems and culturalmeal requirements.• Oral communication skills to listen and respond to routine customer feedback, and askquestions of health and other professionals to inform menu choice.• Numeracy skills to calculate the cost of producing dishes for menus and meal plans andportion yields and costs from raw ingredients.• Skills to interact/cooperate with other professionals to identify and confirm customerrequirements.• Problem solving skills to evaluate diet-related health problems and design varied menus toaddress them and identify budgetary constraints and adjust menus to include the most costeffective options.• Skills to use computers and software programs to cost and document menus and meal plans.24ACP-SITHKOP004 V1.2020-LWAssessment Task 2 – Unit Project – Develop and cost menus forspecial dietary requirementsAssessment Instructions• Your assessor will assess your work according to the given performance criteria/ performancechecklist.• You may attach a separate sheet if required.• You must include the following particulars in the footer section of each page of the attachedsheets:o Student ID or Student Nameo Unit ID or Unit Codeo Course ID or Course Codeo Trainer and assessor nameo Page numbers• You must staple the loose sheets together along with the cover page.• You must attach the loose sheets chronologically as per the page numbers.• Correction fluid and tape are not permitted. Please do any corrections by striking throughthe incorrect words with one or two lines and rewriting the correct words.Resources required to complete the assessment task:• An industry workplace• A simulated industry environment• Computer• Internet• MS Word• Printer or e-printer• Adobe acrobat/reader• Appendix 1 and 2 for recipes and australian dietary guidelinesAssessment task Instructions:• This assessment task requires you to assume/ take on the role of a Chef at Golden Chickrestaurant.• You must perform three (3) activities in this assessment task in order to complete this unit.• You must develop and cost menus and meal plans according to special dietary requirements.• You must identify the menu requirements from management based on customerpreferences.• You must refer to appendix 1 and 2 for recipes and Australian dietary guidelines in order tocomplete this task.• Your assessor will assess your performance as per the performance criteria and checklistprovided.Assessment Task 2:25ACP-SITHKOP004 V1.2020-LWYou are recently appointed as a chef in Golden Chick restaurant in Melbourne. This restaurant is a partof a food chain. This restaurant has been established for almost two years. There is a strongcompetition in the food chain industry in Melbourne and many restaurants have been established formore than two decades.This restaurant normally prepares and serves a variety of nutritious food items to compete in themarket. John is the owner of Golden Chick restaurant and has hired you to prepare a variety of dishesbased on dietary and cultural food requirements. He wants to increase the productivity of therestaurant by increasing customer satisfaction to be able to compete efficiently in the market.John approached you and said that you need to develop and cost menus or meal plans for the dietaryand culturally requirements of the customers.You are required to develop and cost the menus or meal plans according to the following three (3)activities. In these activities, your assessor/trainer will act as the owner and manager of the restaurantand your colleagues will act as professionals and customers from whom you need to confirm dietaryrequirements and seek feedback about the menus.If there are insufficient
