Purpose
The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be 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 considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
Assessment task instructions
Assessment type:
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) unit of SITHCCC042 Preparing food to meet special dietary requirements assessment task that the student must successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of fourteen (14) written questions.
Student must respond to all the questions and submit them to the Trainer/Assessor.
Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.
Applicable conditions:
This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).
Student must read and respond to all questions.
Student may handwrite/use computers to answer the questions.
Student must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.
The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
For more information, please refer to the RTO Student Handbook.
Location:
This assessment task may be completed in (tick the relevant box):
☐ Learning Management System☐ Classroom☐ Simulated learning environment☐ WorkplaceOther: ____________________________________SITHCCC042 Preparing food to meet special dietary requirements
Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
Students must complete a written assessment consisting of a series of questions.
It is expected from students to correctly answer all the questions.
Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.
Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.
Assessors must not accept responses/answers that have been copied directly from other sources materials.
Resources required to complete the assessment task:SITHCCC042 Preparing food to meet special dietary requirements
Access to learner guide and other learning materials.
Computer
Internet
MS Word
Printer or e-printer
Unit Assessment Task
Question 1: What is a standard recipe (1 to 2 sentences)? What are the five main uses of standard recipes?Satisfactory responseYes ☐No ☐
Question 2a: What are medical diets (? Name the special medical diets that are part of contemporary Australian society. (50-100 words)Satisfactory responseYes ☐No ☐SITHCCC042 Prepare food to meet special dietary requirements
SITHCCC042 Preparing food to meet special dietary requirements
Question 2b: Match the following and add a few examples of foods to avoid for each. Medical Diets Explanation Foods to avoid 1. type one and two diabetes a. symptoms are less serious and generally related to digestive problems ? 2. food intolerances b. involves mashing or pureeing the food to make it safer to consume for dysphagia patients (difficulty in swallowing), stroke patients, patients with neurological disorders, older people and patients with injuries affecting the head and neck. ? 3. food allergens c. disease that happens when the body’s blood glucose or blood sugar levels are too high and can adversely affect other organs. ? 4. modified texture d. causes an immune system reaction that affects numerous organs in the body, causing a range of symptoms that can be severe or life-threatening. ? 5. low or no salt e. prescribed for patients with blood pressure and diabetes and lowers the risk of heart and kidney failure. ? Satisfactory responseYes ☐No ☐
Question 2c: Identify the following allergens from the pictures and match them correctly with their names, adding foods to avoid for those allergies and intolerances. ALLERGEN NAMES LACTOSE GLUTEN PEANUTS CRUSTACEANS LUPIN FISH SOYBEANS TREENUTS SESAME SEEDS WHEAT ALLERGENS NAMES FOODS TO AVOID 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Satisfactory response1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐
Question 3a: give 5 points of difference between food allergies and intolerances.Satisfactory responseYes ☐No ☐SITHCCC042 Preparing food to meet special dietary requirements
Food Allergy Food Intolerance
Question 3c: Fill in the following statements with words supplied. Dysphagia Polyols 2.4 Monosaccharides Fermentable Irritable bowel syndrome Sulphites Standardisation 1. ____________ have been long used in the food industry to preserve food flavour and colour, for example, in products like sausages, dried fruits, cordials and wine, but can cause allergic reactions in people with asthma and trigger wheezing and coughing symptoms. 2. FODMAPs stands for ____________, Oligosaccharides, Disaccharides, ____________ and ____________. 3. IDDSI was created to provide an international standard for food and drink textures. It stands for International ____________ Diet ____________ Initiative. 4. A low sodium diet recommends no more than 1.5 to ____________ gm of sodium per day. 5. A low FODMAP diet is scientifically proven to be the best therapy for IBS or ____________.Satisfactory responseYes ☐No ☐
Question 4: Below is an example of a commonly used food label in the hospitality industry. Please explain the below terms (30 to 50 words). a. Ingredient list: b. May contain traces of: c. Contains traces of: d. Food additives:Satisfactory responsea. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐No ☐ No ☐ No ☐ No ☐
SITHCCC042 Preparing food to meet special dietary requirements
Question 5a: Rizwana went to a restaurant with her friend for lunch. She ordered a roast chicken. Rizwana is a practising Muslim. Her friend ordered fish and chips. This friend is gluten intolerant. Write your answers to the following questions in one (1) sentence: a. How would you identify these friends’ dietary, cultural, or religious menu requirements? b. What needs to be considered while preparing and serving roasted chicken for Rizwana? c. How can you identify ingredients that do not meet the special dietary requirement? d. What can you do if you find that there are menu items or ingredients in a recipe ordered by a customer that is not suitable? e. What substitute ingredient can be used to avoid gluten in the batter of the fish?Satisfactory responsea. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐ e. Yes ☐No ☐ No ☐ No ☐ No ☐ No ☐
Question 5b: For the scenario above, what can be the consequences of ignoring the customers’ special dietary requirements? List at least five (5) ingredients that cause gluten allergic reactions.Satisfactory responseYes ☐No ☐
Question 5c: Briefly explain (within 50-100 words) each of the following and fill in the table below: Diet Category Foods Allowed Foods to avoid Meats Halal Kosher Hindu Fish & Seafood Halal Kosher Hindu Satisfactory responseYes ☐No ☐
Question 6a: a. What are lifestyle diets (30-60 words)? Give five examples. b. What are fad diets (30-60 words)? Give five examples.Satisfactory responsea. Yes ☐ b. Yes ☐No ☐ No ☐
SITHCCC042 Preparing food to meet special dietary requirements
Question 6b: Match the following and add a few examples of foods to consume for each. Diets Explanation Foods to have Low or no fat a. is a new trend or fad in diets where food is eaten mostly raw, uncooked or unprocessed. Paleo diet b. Flexitarians eat fish but do not eat meat three or more days a week. Gluten-Free c. restricts carbohydrate consumption by limiting foods high in carbs (bread, cakes, pasta and sugar) and replacing them with high protein and low carbohydrate foods. High or low carbohydrate d. should get 20% of total calories only from proteins which can be dairy, meat or plant-based. This diet restricts carbohydrate intake, which can cause nutritional or fibre deficiency. Raw food diet e. diet tries to mirror the diet of primitive stone-age humans in the modern-day and includes vegetables, fruits, nuts, roots and meat and excludes dairy products, grains, legumes, processed foods, salt and coffee. High or Low Protein f. fad diet based on dietary ideas from Zen Buddhism and tries to balance the yin and yang elements of ingredients and cookware. Ketogenic diet g. a completely plant-based diet also avoids animal products like eggs, dairy and even honey Lacto Ovo h. is the protein found in wheat, rye, barley, oats, spelts, hybridised strains and food products made from these grains. When we add Macrobiotic diet I. follow a similar diet to vegetarians but consume fish and seafood. They may or may not consume dairy and egg products. Flexitarian diet j. is a high fat, moderate protein and low carbohydrate diet which forces the body to burn fats rather than carbohydrates. Vegan diet k. restricts the intake of fat or saturated fat and cholesterol. It is good for weight loss and preventing heart diseases and obesity. Pescatarian diet l. is prescribed for patients with blood pressure and diabetes and lowers the risk of heart and kidney failure. Low or no salt m. vegetarians who eat eggs and dairy but do not eat meat, fish or poultry. Satisfactory responseYes ☐No ☐
Question 7a: Discuss the following in not more than 60 words: a. List the symptoms of food allergy. b. Explain Anaphylaxis. c. What are the legal consequences of failing to address special dietary requirements?Satisfactory responsea. Yes ☐ b. Yes ☐ c. Yes ☐No ☐ No ☐ No ☐
Question 7b: To avoid the following allergens write down the specialised ingredient used as substitutes. Food to avoid Specialised ingredient for substitution 1. Wheat Flour 2. Wheat Noodles 3. Roux (for thickening soups and sauces) 4. Cow’s milk 5. Meat 6. Eggs 7. Gelatine Satisfactory response1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐
Question 7c: Match the following diets with the foods to avoid:Satisfactory responseYes ☐No ☐SITHCCC042 Preparing food to meet special dietary requirements
DietsAnswersFoods to avoid1. Type one and two diabetes a. processed foods, sugar, soft drinks, fruit juices, table sugar, candy, pastries, ice cream, bread, pasta, wheat, spelt, rye, barley, beans, lentils, soybean oil, sunflower oil, cottonseed oil, corn oil, grapeseed oil, margarine, artificial sweeteners and others.2. Egg Allergy b. garlic, onion, baked beans, rye, wheat, apples, apricots, blackberries, blueberries, raspberries, cherries, figs, grapes, mangoes, nectarines, peaches, pears, plums, watermelon, asparagus, beets, brussels sprouts, butternut squash, cauliflower, fennel, artichokes, leeks, mushrooms, red bell pepper, snow peas, almonds, baked beans, black beans, black-eyed peas, broad beans, butter beans, cashews, chickpeas, fava beans, kidney beans, lentils, pinto beans, pistachios, soybeans, split peas, agave nectar, high fructose corn syrup, honey, malt extract, molasses, amaranth, barley, buttermilk, milk, ricotta, custard, kefir, yogurt, oat milk, soy milk, and others.3. Paleo c. chicken, duck, geese, turkey and quail eggs, albumen, globulin, eggnog, mayonnaise, meringue, surimi, pancakes, waffles, buttercream, frosting, mousse, hollandaise, ice cream, custard, sorbet, marzipan, marshmallows, pasta and others.4. Macrobiotic d. edamame, miso, natto, soy sauce, sprouts, soy milk, soy protein, tamari, tempeh, teriyaki sauce, textured vegetable protein (TVP), tofu and others.5. FODMAP Intolerance e. sugar and sweet products, sodas, fruit juice, white bread, pasta, rice, flavoured yogurts, honey, maple syrup, dry fruits, French fries, doughnuts, croissants, cakes, cookies, starchy vegetables, meat, processed meats, ice cream, full-fat dairy and others.6. Soy or soybean allergy f. butter, stick margarine, shortening, lard, palm, coconut oils, mayonnaise, salad dressings, gravies and sauces, chocolate, red meat, egg yolk, bacon, sausage, frankfurter, luncheon meats, liver, full-fat dairy products, granola, cookies, pies, pastries, doughnuts, croissants and others.7. Low or no fat g. Meat, dairy products, eggs, refined sugar, animal fats, artificial sweeteners, chemical additives, genetically modified foods and others.
Question 8a: Identify the following food allergen icons commonly found on restaurant menus: a. b. c. d. e. f. g. h. i. a. b. c. d. e. f. g. h. i.Satisfactory responsea. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐ e. Yes ☐ f. Yes ☐ g. Yes ☐ h. Yes ☐ i. Yes ☐No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐
Question 8b: When communicating specific dietary requirements, the most important first step is listening to our customers and being 100% truthful. In this context, list a few points for effective communication (50-100 words).Satisfactory responseYes ☐No ☐
Question 8c: For better identification of modified dishes for other team members and to communicate the same successfully, list five ideas.Satisfactory responseYes ☐No ☐
SITHCCC042 Preparing food to meet special dietary requirements
Question 9a: Briefly answer the following questions (Maximum 60 words) a. What is nutrition? b. What are vitamins? List the main types of vitamins. c. What is mis en place? List 5 basic mise en place requirements for special dietary foods. d. List ingredients Australians need to eat more to meet their nutritional needs.Satisfactory responsea. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐No ☐ No ☐ No ☐ No ☐
Question 9b: Complete the table below, identifying their functions and adding relevant food sources to obtain those nutrients: Nutrient Benefits and supports Impact of Deficiency Food source 1. Vitamin A (Retinol) 2. Vitamin B 3. Vitamin C (Ascorbic acid) 4. Vitamin D (Calciferol) 5. Potassium 6. Calcium 7. Iodine 8. Plant-based protein 9. Water-soluble fibres 10. Unsaturated fats Satisfactory response1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☒ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐
Question 9c: Fill in the blanks in the context of the Australian dietary guidelines: five active saturated breastfeeding nutritious safely water energy a. To achieve and maintain a healthy weight, an individual need to be physically _____________ and consume _____________ food and drinks required to meet their _____________ needs. b. Consume various nutritious foods from the _____________ food groups daily. Also, drink plenty of _____________. c. Limit intake of foods containing _____________ fat, added salt, sugars and alcohol. d. Care about food; prepare and store it _____________.Satisfactory responsea. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐No ☐ No ☐ No ☐ No ☐
Question 10: Briefly answer the following questions (60 words) a. What are food additives? Give some examples. b. List a few food additives that can cause adverse reactions in individuals with symptoms including diarrhoea, hyperactivity, insomnia, irritability, asthma, rhinitis, sinusitis, hives, itching, rashes and swelling. c. Sulphites have been long used in the food industry to preserve food flavour and colour. Unfortunately, they can cause allergic reactions in people with asthma and trigger wheezing and coughing symptoms. List 10 commercial foods containing sulphites. d. List the uses of few food additives in the table below. Food Additive Use Anti-caking agents Preservatives Raising agents Flavour enhancers Satisfactory responsea. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐No ☐ No ☐ No ☐ No ☐
Question 11a: Concerning finished dishes, list at least 7 appropriate environmental conditions for storage.Satisfactory responseYes ☐No ☐SITHCCC042 Preparing food to meet special dietary requirements
Question 11b: “Minimise waste to maximise the profitability of food items prepared”. List five ways to minimise waste and maximise profitability.Satisfactory responseYes ☐No ☐
Question 11c: “Minimise waste to maximise the profitability of food items prepared”. In regards to the above statement, match the following 1 – 5 to a – e. Answers 1. All perishable food that has been in the temperature danger zone (5C – 60C) for more than 2 hours a. to remove any possible contamination. 2. Hot food needs to be chilled as per food safety guidelines – b. 3-4 days in the cooler or 3-4 months in the freezer. 3. Ensure food is stored correctly, properly covered and labelled c. needs to be used immediately and cannot be reused. 4. Leftovers can be safely refrigerated for d. more than 60C within 2 hours and cannot be further reused. 5. Food should be reheated to e. it should be cooled to less than 21C within the first 2 hours and then further cooled to less than 5C within four hours.Satisfactory responseYes ☐No ☐
Question 12a: How does cooking affect nutrition? (60-80 words)Satisfactory responseYes ☐No ☐
SITHCCC042 Prepare food to meet special dietary requirements
Question 12b: Identify the cooking methods below. Add the equipment required for them. Pictures Cooking Method Equipment used 1. 2. 3. 4. 5. 6. 7. 8. Satisfactory response1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ SITHCCC042 Preparing food to meet special dietary requirements
Question 12c: Identify the following kitchen equipment below and write their uses: Blender Garlic press Meat cleaver Rolling pin Can opener Grater Mixer Spatula Corkscrew Ladle Mixing bowl Strainer Colander Measuring cup Potato masher Tongs Frying pan Measuring spoons Roasting pan Whisk Equipment Use Equipment Use a. k. b. l. c. m. d. n. e. o. f. p. g. q. h. r. i. s. j. t. Satisfactory responseYes ☐No ☐
Question 13a: Using the numbers, arrange the steps used to safely clean the kitchen equipment and premises according to food safety standards.Satisfactory responseYes ☐No ☐SITHCCC042 Prepare food to meet special dietary requirements
Steps Correct order 1. Sanitise all areas with sanitiser spray and leave to air dry. 2. Empty reach-in coolers and wash and sanitise them 3. Clean sinks and faucets 4. Clean the ovens. Be sure to follow the manufacturer’s instructions. 5. Oil cast iron cookware 6. Clean freezers 7. Empty and sanitise the ice machine 8. Wash walls and ceilings 9. Wipe down the dry storage area 10. Wash behind the hotline (oven, stove, fryers) to reduce grease build-up, a major fire hazard.
Question 13 a. What are the three basic steps of cleaning the work area in a kitchen? b. What is the difference between cleaning and sanitising? (30-50 words)Satisfactory responsea. Yes ☐ b. Yes ☐No ☐ No ☐
Question 14a: What are five different types of service ware to present prepared dishes? Include a minimum of one example for each.Satisfactory responseYes ☐No ☐SITHCCC042 Prepare food to meet special dietary requirements
SITHCCC042 Preparing food to meet special dietary requirements
Question14b: Special dietary dishes should be presented as attractively as regular dishes. They should be colourful, dainty, decorated, and well presented. List 10 points to consider when presenting food in an appetising and attractive manner.Satisfactory responseYes ☐No ☐SITHCCC042 Prepare food to meet special dietary requirements
Question14c: To ensure the plated dish is well presented and attractive with a good visual appeal, we need to evaluate the dish and adjust the presentation before serving it to our customers. In context to this statement match the following: Checks Answer Adjustments 1. Sauces and dips: Check if the correct sauces and dips are being served a. Wipe the edges with a clean cloth or tissue with vinegar 2. Garnish: Check if the garnish is correct, visually appealing, the right size and fresh b. Add seasoning if required. Remake if not acceptable. 3. Drips and spills: Check service ware for any drips and spills c. Change the ingredients to add more colour or a more colourful garnish. 4. Visual appeal: Check if the dish has good eye appeal and looks colourful and attractive d. Check standard recipe and change if necessary 5. Taste: Taste the dish before service. Check if the seasoning is appropriate. e. Replate, if necessary, on correct service ware. 6. Service-ware: Check if service ware is clean and of the correct size – not too big or too small. f. Check standard recipe and change if required. Change the garnish if too big or small or not fresh.Satisfactory responseYes ☐No ☐SITHCCC042 Prepare food to meet special dietary requirements
Question 14d: What are garnishes? List six common garnishes used in commercial kitchens.Satisfactory responseYes ☐No ☐
SITHCCC042 Prepare food to meet special dietary requirements
UAT 2 – Unit Practical DemonstrationSITHCCC042 Preparing food to meet special dietary requirements
Pre-assessment checklist
Purpose
The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be 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 considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
Assessment task instructions
Assessment type:
Unit Practical Demonstration
Instructions provided to the student:
Applicable conditions:
Resubmissions and reattempts:
Where a student’s performance is deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Assessor must note any such submissions.
Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
For more information, please refer to the RTO Student Handbook.
Location:
This SITHCCC042 Preparing food to meet special dietary requirements assessment task may be completed in (tick the relevant box):
☐ Learning Management System☐ Classroom☐ Simulated learning environment☐ WorkplaceOther: ____________________________________SITHCCC042 Prepare food to meet special dietary requirements
Purpose of the assessment:
Purpose of this Unit Practical Demonstration is to check skills and knowledge related to performance criteria and performance evidence of the unit.
General Instructions for attempting the Unit Practical Demonstration:
Resources required to complete the assessment task:
Computer
Internet
MS Word
Skills must be demonstrated in an operational commercial kitchen. This can be: an industry workplace; ora simulated industry environment, such as an industry-realistic training kitchen servicing customers. Assessment must ensure access to: fixtures and equipment used to facilitate preparation of dishes as specified in the performance evidencefood safe glovescleaning materials and equipment:cleaning clothscommercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areasdustpans and broomsgarbage bins and bagshand towel dispenser and hand towelsmops and bucketsseparate hand basin and soap for hand washingsponges, brushes and scourerstea towelsa copy of the Australian Dietary Guidelinesorganisational specifications:equipment manufacturer instructionscurrent commercial stock control procedures and documentation for ordering, monitoring and maintaining stockmise en place lists, standard recipes, and recipes for special dietary requirementsfood safety planguidelines relating to food disposal, storage and presentation requirementssafety data sheets (SDS) for cleaning agents and chemicalsa diverse and comprehensive range of perishable food supplies for commercial cookery or catering operations.SITHCCC042 Prepare food to meet special dietary requirements
Activity 1: Produce Special Dietary dishes – Food Intolerances Your taskPurpose This assessment will occur under workplace conditions or in a simulated workplace such as an industry-realistic training kitchen servicing customers. Imagining there are three customers with dietary intolerances: Customer 1 – Allergic to Gluten has ordered Chicken Schnitzel, German potato salad Customer 2 – Allergic to Dairy has ordered Butter Chicken Brown Rice Bowl Customer 3 – Allergic to Soy has ordered Stir fry chicken and vegetables (Soy-free) Original standard recipes are in the recipe booklet. For this task, you will be required to modify the recipes, exclude or substitute ingredients, produce, decorate, and present three special dietary dishes, two portions each for three different food intolerances, maintaining the nutritional value and integrity of the dish. Tasks to be performed Special Dietary dishes to be produced: Throughout this task, the following techniques and conditions for producing Dietary Special dishes must be included: 1. Original unmodified recipes are available in the Recipe Book. 2. You need to confirm the dietary restriction for the dish with the trainer first. 3. Explain the consequences of overlooking this dietary issue and submit the same in writing to the trainer. 4. Read the recipe and ingredient packaging to identify and exclude ingredients that might have allergen or traces. 5. Discuss with team members and trainer the allergen ingredients in the recipe and what substitute ingredients you will use. 6. Modify recipes for the dishes as per required special dietary requests. 7. Prepare, plate and present two portions of the above thee dishes. Present dish to trainer and rest of team explaining the dish, allergens substituted and maintaining nutritional value and integrity of the dish. Follow proper portion control practices. 8. Once the product is ready, you will present it to the trainer. 9. The trainer may suggest some improvements. You are to make changes to the presentation as per the trainers’ suggestions. 10. Once the trainer approves the presentation, you must serve a portion of the product to the trainer. 11. The remaining portion is then stored correctly to preserve or extend its shelf life. 12. All through the work period, strictly follow all food safety practices. 13. Demonstrate effective communication between team members and trainer regarding dietary requirements and recipe modifications and address any questions asked. 14. Clean and organise work area, fridges, and dry stores, according to trainer’s guidelines. You will be required to complete and/or attach. Submit modified recipes for the dishes as per required special dietary requests. Your performance will be observed based on performance checklist given below. When submitting the completed assessment, the students must take a photo of the finished dish and attach it to the assessment checklist. Timeframe Your trainer will give you 6 hours to complete this activity. You may ask for additional time if required.SITHCCC042 Preparing food to meet special dietary requirements
Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete PRODUCE SPECIAL DIETARY DISHES – FOOD INTOLERANCES Please comment onRecipe 1 Chicken Schnitzel, German potato salad (Gluten free)Recipe 2 Butter Chicken Brown Rice Bowl (Dairy Free)Recipe 3 Stir fry chicken and vegetables (Soy free)Trainer/Assessor Comments 1. Submission1.1 Accessed original recipe from recipe book, read the recipe and identified ingredients that may cause health consequences due to food allergies or intolerance. 1.2 Modified recipes as per dietary request by excluding or substituting allergen ingredients and selecting alternatives. 1.3 Selected appropriate ingredients to optimise nutritional quality of dishes 1.3 Student submitted Modified recipe 1.4 Student submitted consequences of overlooking dietary requests.Student submitted:Student submitted:Student submitted: 2. Mise en Place2.1 All food contact surfaces washed, rinsed, sanitised and air-dried 2.2 Selected and safely used tools & equipment of the correct size and shape as per the recipe card. 2.3 Thoroughly rinsed all fruit and vegetables in clean water to remove soil, bacteria, insects and chemicals. 3. Communication3.1 Student confirmed dietary requirement of customer with trainer. 3.2 Student was able to communicate the consequences of overlooking dietary requests. 3.3 Student was able to explain and discuss modification of the recipe with the team by choosing the correct allergen ingredients and replacing them to create a modified recipe. 3.4 Student explained the final product to the trainer and the rest of the team regarding dietary requirements and recipe modifications, demonstrating effective communication 4. Ingredients4.1 Read the food packaging and identified ingredients that may cause health consequences due to food allergies or intolerance. 4.2 Excluded those ingredients from recipes to meet customers’ dietary requirements 4.3 Collected ingredients from store and cooler as per the modified recipe card 4.4 Checked quality and freshness of ingredients, best by and best before dates and followed FIFO while selecting ingredients from the store. 4.5 Correctly weighed and measured ingredients as per the modified recipe and organised ingredients for production. 5. Bench work5.1 Clear of clutter 5.2 Avoiding cross-contamination 6. Workflow6.1 Logical 6.2 Sequential 6.3 Timing 7. Safety 8. Hygiene8.1 Personal hygiene is always maintained 8.2 Uniform is clean 8.3 Wear PPE like food gloves when handling cooked food. 9.Preparation Technique9.1 Accessed modified recipe (instructions / task information / requirements) 9.2 Appropriate equipment selected for each task (size and type) 9.3 Checked equipment for cleanliness and availability Identified and gathered appropriate ingredients as per the production sequence 9.4 Selected appropriate preparation techniques to optimise nutritional quality of dishes. 9.5 Weighed and measured ingredients for two portions as per the recipe 9.6 Cleaned and cut ingredients for two portions as per quality standards 9.7 Minimise wastage 10.Cooking Technique10.1 Cooking 10.1.1 The student used the correct cooking method and technique to maintain the dish’s nutritional value and integrity. 10.1.2 Cooked ingredients to recommended internal temperature. 10.2 Quality Control 10.2.1 Checked taste, texture, and temperature of appetiser as per quality standards 10.2.2 Made food quality adjustments to match food quality as per standard recipe. 10.2.3 Portioned correctly as per recipe 11. Presenting11.1 Selected appropriate service ware to present dish as per organisational standards 11.2 Presented the dish attractively using creativity 11.3 Added garnish to enhance the dish’s presentation as per the standard recipe. 12.Finished Product 13. Storage13.1 Stored leftover portions correctly, ensuring food safety 13.2 Stored leftover portions correctly to optimise shelf life 13.3 Ensured food is covered by proper packaging or airtight containers 13.4 Refrigeration / chilling / freezing 13.5 Stored reusable by-products for future cooking, saving cost and the environment. 14. Cleaning14.1 Cleaned the workstation using appropriate cleaning agents as per organisational policy. 14.2 Discarded excess leftovers (only if unusable) as per the organisation’s policy SITHCCC042 Prepare food to meet special dietary requirements
Activity 2: Produce Special Dietary dishes – Food Allergies Your task.Purpose This assessment will occur under workplace conditions or in a simulated workplace. There are three customers with dietary allergies: Customer 1 – Allergic to Nuts Customer 2 – Allergic to Shellfish Customer 3 – Allergic to Eggs For this task, you will be required to modify the recipe, exclude or substitute ingredients, produce, decorate, and present three special dietary dishes, two portions each for three different food intolerances, maintaining the nutritional value and integrity of the dish. Recipes are in the recipe booklet. Tasks to be performed Special Dietary dishes to be produced: Throughout this task, the following techniques and conditions for producing Dietary Special dishes must be included: , strictly follow all food safety practices, and during service, follow proper portion control practices. You must refer to the checklist provided at the end of the task and complete the task requirements. You will be required to complete.Submit modified recipes and brief report on consequences of overlooking dietary requests for the dishes as per required special dietary requests. Your performance will be observed based on performance checklist given below. When submitting the completed assessment, the students must take a photo of the finished dish and attach it to the assessment checklist. TimeframeYour trainer will give you 6 hours to complete this activity. You may ask for additional time if required.SITHCCC042 Preparing food to meet special dietary requirements
Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete PRODUCE SPECIAL DIETARY DISHES – Food Allergies Please comment onRecipe 4 Granola & yogurt parfait (Nut Free) Recipe 5 Seafood Chowder (Shellfish free)Recipe 6 Chocolate Cake (Eggless)Trainer/Assessor Comments 1. Submission1.1 Accessed original recipe from recipe book, read the recipe and identified ingredients that may cause health consequences due to food allergies or intolerance. 1.2 Modified recipes as per dietary request by excluding or substituting allergen ingredients and selecting alternatives. 1.3 Selected appropriate ingredients to optimise nutritional quality of dishes 1.3 Student submitted Modified recipe 1.4 Student submitted consequences of overlooking dietary requests.Student submitted:Student submitted:Student submitted: 2. Mise en Place2.1 All food contact surfaces washed, rinsed, sanitised and air-dried 2.2 Selected and safely used tools & equipment of the correct size and shape as per the recipe card. 2.3 Thoroughly rinsed all fruit and vegetables in clean water to remove soil, bacteria, insects and chemicals. 3. Communication3.1 Student confirmed dietary requirement of customer with trainer. 3.2 Student was able to communicate the consequences of overlooking dietary requests. 3.3 Student was able to explain and discuss modification of the recipe with the team by choosing the correct allergen ingredients and replacing them to create a modified recipe. 3.4 Student explained the final product to the trainer and the rest of the team regarding dietary requirements and recipe modifications, demonstrating effective communication 4. Ingredients4.1 Read the food packaging and identified ingredients that may cause health consequences due to food allergies or intolerance. 4.2 Excluded those ingredients from recipes to meet customers’ dietary requirements 4.3 Collected ingredients from store and cooler as per the modified recipe card 4.4 Checked quality and freshness of ingredients, best by and best before dates and followed FIFO while selecting ingredients from the store. 4.5 Correctly weighed and measured ingredients as per the modified recipe and organised ingredients for production. 5. Benchwork5.1 Clear of clutter 5.2 Avoiding cross-contamination 6. Workflow6.1 Logical 6.2 Sequential 6.3 Timing 7. Safety 8. Hygiene8.1 Personal hygiene is always maintained 8.2 Uniform is clean 8.3 Wear PPE like food gloves when handling cooked food. 9.Preparation Technique9.1 Accessed modified recipe (instructions / task information / requirements) 9.2 Appropriate equipment selected for each task (size and type) 9.3 Checked equipment for cleanliness and availability Identified and gathered appropriate ingredients as per the production sequence 9.4 Selected appropriate preparation techniques to optimise nutritional quality of dishes. 9.5 Weighed and measured ingredients for two portions as per the recipe 9.6 Cleaned and cut ingredients for two portions as per quality standards 9.7 Minimise wastage 10.Cooking Technique10.1 Cooking 10.1.1 The student used the correct cooking method and technique to maintain the dish’s nutritional value and integrity. 10.1.2 Cooked ingredients to recommended internal temperature. 10.2 Quality Control 10.2.1 Checked taste, texture, and temperature of appetiser as per quality standards 10.2.2 Made food quality adjustments to match food quality as per standard recipe. 10.2.3 Portioned correctly as per recipe 11. Presenting11.1 Selected appropriate service ware to present dish as per organisational standards 11.2 Presented the dish attractively using creativity 11.3 Added garnish to enhance the dish’s presentation as per the standard recipe. 12.Finished Product 13. Storage13.1 Stored leftover portions correctly, ensuring food safety 13.2 Stored leftover portions correctly to optimise shelf life 13.3 Ensured food is covered by proper packaging or airtight containers 13.4 Refrigeration / chilling / freezing 13.5 Stored reusable by-products for future cooking, saving cost and the environment. 14. Cleaning14.1 Cleaned the workstation using appropriate cleaning agents as per organisational policy. 14.2 Discarded excess leftovers (only if unusable) as per the organisation’s policy SITHCCC042 Prepare food to meet special dietary requirements
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