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SITHKOP402 develop menus for special dietary requirements

INSTRUCTIONS:

As you progress through this assessment you will need to compile all the information in the form of a report, please see the instructions in Activity C for the information required to complete this task. If at any time you feel you need assistance, please seek the advice of your trainer.

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.
  • Choose a dietary/cultural requirement for this exercise
  • Incorporate sufficient choice of dishes (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?

The menu is based on diabetic patients and halal certified food

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

Their dietary requirements are sugar free and the meat prepared MUST BE HALAL

Q 3: What sources of information can you use to determine these requirements?

The information required are

HALAL CERTIFICATION

AND SUGAR FREE DEVELOPED MENU AND DISH

Q 4: Who can you liaise with to identify and confirm customer requirements?

WE CAN ASK THE CUSTOMER FOR HIS REQUIREMENTS AND THEN DOCTORS

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

MAY LEAD TO THE DANGEROUS SITUATION OF THE PERSON OR MAY LEAD TO THE DEATH OF THE PERSON

Part 2: Develop menus and meal plans for special diets

  • Complete all four tasks.
  • Refer to checklist at the end of this assessment of all required documentation.
  1. Research a range of ideas for your menu. Select a variety of suitable foods and meals for specific requirements.
  2. Sort them into a rough draft of your menu. Use Menu overview (on the next page) to help you.
  3. On the Daily meal plan and menu item checklist (two pages down),.complete a meal plan from your Menu overview. Complete the table for a variety of menu items (breakfast options, morning tea, lunch options, and dinner options) for one day of the week. Use the checklist for each menu item to ensure your meal plans are well developed.
  4. 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)

Veg muffin

Breakfast smoothies

Egg muffin

Bacon and egg

Polenta

Hash brown potato

Muesli yogurt and apricot

Breakfast (2)

Milk with corn flakes

Oates and milk

Coles law

Muffin parfait

Pan cake

Caramel

Morning tea

Double espresso

Milk

Orange juice

Hot chocolate

Tea

latte

Long black

Lunch (1)

Satay Chicken skewers

Lasagna

Beef Bolognese

Couscous

Smoked salmon

Thai beef curry

Chilli mussels

Lunch (2)

Cesar salad

Grill steak with egg plant

Leg ham

Roast turkey

Honey soy chicken with rice

Risotto

Chinese prawn noodle

Afternoon tea

Green tea

Flavoured milk

Coffee

Chai

Cappuccino

Espresso

Mocha

Dinner (1)

Garlic bread

Tomato gnocchi

Creamy mushroom

Chicken sushi

Tempura prawn

Sponge roll

Garlic bread

Dinner (2)

Mushroom pasta

Chicken taco

Garden salad

Tuna with thousand island

Scallops

Steamed vegetables

Eastern sald

Daily meal plan and menu item checklist

Day: _____

Meals

Menu items

Main ingredients

Cooking methods

Colours

Flavours

Textures

Sizes/ shapes

Nutrients

Checklist

Breakfast (1)

Veg muffin

Vegg patty and muffin

Cook the veg patty on the simuntaneously heat the muffin on the grill with low temperature

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)

Milk with corn flakes

Milk and corn flakes

Heat the milk add amount of sugar required later on add the corn flakes to the milk and serve in a serving bowl

Flavor of milk and cork flakes

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)

Satay Chicken skewers

Cubes of satay chicken

Cuth the chicken into cube then marinate it with satay sauce the later on skew them with a skewer

Flavour of the satay sauce

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)

Cesar salad

Lettuce

Cesar dressing

Clean the lettuce first then

Chop the lettuce later on add cesar dressing to it mix them properly and serve it in a serving bowl

Cesar dressing

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)

Garlic bread

Garlic bread

Slice the garlic bread properly later on heat it in a oven or on a grill

Garlic flavor

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)

Mushroom pasta

Pasta mushroom

thick Cream

salt and pepper

Firstly fry the mushroom in a pan

Later on add some creame to it stir it well then add some seasoning to it

Flavour of mushrooms

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 (your costing template has been uploaded to Didasko for you)

  • Complete all six tasks.
  • Refer to checklist at the end of Activity A of all required documentation.
  • Using your Daily meal plan and menu item checklist;
  1. Itemise all proposed expenditure items for each dish.
  2. Calculate portion yields and costs from raw ingredients for each dish using computer technology. (Provide formulas, calculations, spread sheets, etc., for each dish.)
  3. Assess cost-effectiveness of proposed dishes against any budgetary constraints. (Provide formulas, calculations, spread sheets, etc., for each dish.)
  4. Choose high-yield dishes and list them.
  5. 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.
  6. Answer the following questions:
  1. List the three standard measures you would use when itemising ingredients and calculating portion yields and/or costs from raw ingredients. Provide an example of each one.

The three main strategies are

a:PURCHASE: the quantity of food purchased

b:EDIBLE PORTION: the amount of food that is edible/ consumed.

C: WASTE :the amount of waste (peelings ,fat ,etc) removed from the food

  1. You buy 10 kg potatoes. After washing, peeling and trimming them you have 9.5 kg left.

Calculate the yield % of the potatoes. State the formula you used. Show how you arrived at this figure.

YIELD %=EDIBLE PORTION/AS PURCHASED QUANTITY

i.e. 9.5/10*100

=95%

Use this information to answer questions 3, 4 and 5 regarding the butcher’s yield test on turkey.

As Purchased Quantity (APQ)

20 kg

Edible Portion Quantity (EPQ)

12 kg

Usable trim weight

5 kg

Waste trim weight

3 kg

  1. Calculate the yield % of the turkey. State the formula you used. Show how you arrived at this figure.

Yield %=edible portion/as puchased quantity*100

i.e. 12/20*100

=60%

  1. Calculate the usable trim % of the turkey. State the formula you used. Show how you arrived at this figure.

Usable trim %=usable trim weight/as puchased quantity*100

i.e. 5/20*100

=25%

  1. Calculate the waste % of the turkey. State the formula you used. Show how you arrived at this figure.

Waste %=waste/as purchased quantity*100

i.e. 3/20*100

=15%

or

waste %=100 -(trim %+Yield%)

I.e.=100-(25+60)

=100-85

=15%

Part 4: Monitor special menu performance

Produce a survey in accordance with your cyclical menu items that could be used to

Evaluate the success of the menu.

Answer the following questions.

  1. What additional information could you use to assess your menu’s success?

__ THE AMOUNT OF FOOD U SELL ON EVERY DAY BASES

THE NO OF CUSTOMERS YOU SERVE

CUSTOMERS FEED BACK

  1. Once you have determined your unpopular items on your menu’s, what can you do to adjust

the menu?

MAKE CHANGES TO THE DISH

CHANGE IT ACCORDING TO CUSTOMERS NEEDS

GET CUSTOMERS FEED BACK

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 and write a report on your choice
  • Provide at least five sources you used to seek this information in your final report

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?

THE STRENGTH OF DIETARY TRENDS IS DECREASE IN NUMBER OF DIABETIC PATIENTS AUSTRALIA WIDE

INCREASE IN NEW RECEPIES AND QUALITY OF FOOD

DIFFERENT TYPES OF TASTES FOR DIFFERENT GENERATIONS

ALL NUTRITIONAL VALUES ARE PROVIDED TO ALL AGE GROUP PEOPLE

WE HEARD FROM MANY PEOPLE THAT “BY DOING THIS I CONTROL DIABETES IT DOES NOT CONTROL ME”

Q 2: What are its weaknesses?

THERE ,MAY NOT BE MANY WEAKNESS BUT THERE ARE SOME WEAKNESS THEY ARE

SOME FOOD MAY LACK IN SOME NUTRITION

PEOPLE CANNOT TASTE ALL KINDS FOOD

SOME FOOD LACK IN PROTEIN VALUES

EATING THE SAME FOOD FOOD AMY LEAD TO SOME OTHER PROBLEM

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

THIS IS AN EMERGING PROBLEM WORLD WIDE EVEN CHILDREN ARE BEING AFFECTED BY DIABETES

WE MUST PUT A STEP AHEAD TO STOP THE PROBLEM WE CAN STOP THIS BY GIVING NUTRITIOUS FOOD TO CHILDREN WHICH HELP TO DEVELOPE THEIR IMMUNE SYSTEM

WE MUST FOLLOW SPECIAL DIETARY REQUIREMENTS FOR CHILDREN WHO ARE BEING AFFECTED BY DIABETES

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

AS DISCUSSED ABOVE THE DIETARY TREND MAY BE FOLLOWED BY PREGNANT AND LACTATING WOMEN AS IT IT HELP THE NEXT GENERATION BY NOT BEING EFFECTED BY DIABETES

THIS WILL HELP IN THE HEALTH AND GROWTH OF THE CHILD

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

THE DIETARY TREND MAY BE SUITABLE FOR AN ADULT AS IT HELPS HIM TO KEEP HIS BODY AND HEALTH FIT AT ALL TIMES

HE CAN HAVE A GOOD PHYSIQUE FOR A LONG TIME AND LIVE A LONG LIFE

HIS HEALTH CONDITION MAY BE GOOD AND ,MAY MAY MAINTAIN HIS DIABETIC LEVEL

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

THIS DIETARY TREND IS SUITABLE FOR AN ATHLETE, A PART FROM HIS FOOD AS THIS GIVE HIM THE RIGHT AMOUNT OF NUTRIENTS TO HIM

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

THIS DIETARY REQUIREMENT CAN BE FOLLOWED BY AN OBESE PERSON AS IT HELPS HIM TO CUT DOWN HIS WEIGHT AND IMPROVE HIS HEALTH CONDITION

THIS DIET MAKES HIS BODY FREE AND THE EXCESS WATER AND FAT CAN BE REMOVED FROM HIS BODY.

Q8: Which lunch would suit a customer who requires kosher food? State why the other two meals would be unacceptable.

  • Pea and ham soup with green salad

THIS IS UNACCEPTABLE AS IT CONTAINS HAM IN IT.

  • Cream of chicken soup and a grilled cheese sandwich

THIS IS UN ACCEPTABLE AS THERE IS CHEESE IN IT

  • Lentil soup with brown rice and a green salad

THIS IS SUITABLE FOR A KOSHER CUSTOMER

Q9: Which dinner would suit a customer who requires halal food? State why the other two meals would be unacceptable.

  • Beer battered fish and chips with a green salad

THIS IS UNACCEPTABLE AS CHIPS ARE NOT HALAL AND IT CONTAINS BEER IN IT

  • Tofu and vegetable stir-fry with rice

THIS IS NOT ACCEPTED AS IT CONTAINS (TOFU) CHEESE IN IT

  • Barbecued prawns, rice and steamed vegetables

AS WE KNOW MOST OF THE SEA FOOD ARE HALAL

Q10: Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu.

  • Vegans THEY ONLY EAT VEGETABLES ,NO MILK PRODUCTS.
  • Lacto-vegetarians THEY EAT VEGETABLES AS WELL AND MILK PRODUCTS DERIVED ONLY FROM MILK BUT NO OTHER ANIMAL FLESH.
  • Ovo-vegetarians THEY EAT VEGETABLES AND EGG BUT NO MILK PRODUCTSAND ANIMAL FLESH .
  • Lacto-ovo vegetarians:THEY EAT MILK PRODUCTS AND EGG BUT NOT ANIMAL FLESH/MEAT

Q11: You’re cooking for a customer with coeliac condition. What must you avoid using when preparing your dishes?

FOR THESE TYPE OF CUSTOMERS YOU MUST AVOID COOKING GLUTEN PRODUCTS IN FOOD.

Q12: You’re cooking for children at a boarding school. Three of them have diabetes. Describe three ways you help them control their blood glucose levels.

MAKE SURE SURE YOU PROVIDE NUTRITIOUS FOOD TO THEM

NOT ENOUGH SUGAR TO THE CHILDREN

MORE FIBROUS FOOD AS IT HELPS THEM TO BUILD THEIR IMMUNITY LEVEL

Q13: Define the term ‘drug-food interaction’.

THE INTERACTION OF FOOD WITH DRUG OR THE FOOD WHICH HAS BEEN CONTAMINATED BY DRUG IS CALLED AS DRUG FOOD INTERACTION

Q14: Define the term ‘food allergy’.

. THE ALLERGY CAUSED TO A PERSON BY THE FOOD HE ATE IS CALLED AS FOOD ALLERGY

Q15: Define the term ‘food intolerance’.

Some of the food particles or elements cannot be digested by the human body such food is called as food intolerance

Q16: Describe seven symptoms a customer with allergies could experience if you completely ignore or fail to adequately address their special dietary requirements.

1 VOMITING_____

2 SWELLING OF FACE OR BODY PARTS____

3 RASHES ON SKIN_____

4 FAINTING/FATIGUE_____

5 CRAMPS INTERNALLY AND EXTERNALLY___

6 DIAHORRREA____

7 BLLEEDING

8 SUFFACATION_

INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, corn starch, herbs, spices, water

Q17: Is this product kosher?

NO THERE IS TOFU IN IT

Is this product OK for customers with gluten allergies?

Yes/No

Is this product OK for customers with peanut allergies?

Yes/No

Is this product OK for customers with soybean allergies?

Yes/No

Is this product OK for vegans?

Yes/No

ACTIVITY C – REPORT PRESENTATION AND INFORMATION

Once you have completed Activity A and Activity B:

  • Produce a report which must be presented in the following style:
  • Cover Page
  • Content page
  • Activity A
  • Activity B
  • Report of the gathering of information and evidence of how this was done
  • Reference page containing all the relevant links and what they refer to.

Gather a range of information

  • Gather examples 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 report 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 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.

CHECKLIST FOR THIS ASSESSMENT

Part 5:

Complete Report of evidence

  • It is your responsibility to go over the checklist to ensure your evidence is complete.
  • It is your assessor’s responsibility to:
  • read your Report and all parts of your project
  • use the following table to confirm your ability to plan and cost basic menus for a commercial kitchen

Complete this form as you progress through the unit

Checklist

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. 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. Answer questions

Part 5: Complete report of evidence

1. All evidence required for Activity A, B is included(activity C is your report)

2. All evidence is completed

3. All questions are answered

4. All the following are completed

Cover Page

Content page

Activity A

Activity B

Report of the gathering of information and evidence of how this was done

Reference page containing all the relevant links and what they refer to.

4. You are ready to be assessed

5. Knowledge based test completed on Didasko

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