Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Student Pack
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This
document includes the context and conditions of your assessment, the tasks to be completed by you and
an outline of the evidence to be gathered.
The information includes the following:

	Information related to the unit of competency
 	Guidelines and instructions to complete each task and activity A student evaluation form

Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are encouraged
to evaluate this document and provide constructive feedback to their training organisation if they feel
that this document can be improved.
Link to other unit documents

	The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student. The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements. The Unit Requirements is a document that contains information related to the unit of competency



for the Training Organisation staff and students.
Document Usage
CAQA Resources
https://caqaresources.com.au/
Student Pack © 2022 CAQA Resources, CAQA and RTO Training Resources
This template and all its including associated content is a copyrighted work under Australian and other copyright
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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
1. Student and trainer details

Student details

Full name:

Student ID:

Contact number:

Email address:

Trainer details

Full name:

2. Qualification and unit of competency

Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:	SITHKOP015
Name:	Design and cost menus
Releases:	1.0
Release date:	10/Jun/2022

3. Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) ☐ Any other method _________________________________________________ (Please describe here)

4. Student declaration

• I have read and understood the information in the Unit Requirements prior to commencing this Student Pack • I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; • I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack; • For the purposes of assessment, I give the trainer/assessor permission to: o Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Date: ____/_____/______________

5. Assessment Plan

The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number	Assessment method/ Type of evidence/ Task name	Sufficient evidence recorded/Outcome
Assessment task 1	Knowledge Test (KT)	S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 2	Skills Test	S / NS (First Attempt) S / NS (Second Attempt)
Outcome	C ☐ NYC ☐	Date assessed:	Trainer signature:

6. Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when: • You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. • Your work has been reviewed and assessed by your trainer/assessor. • You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. • You have been provided with relevant and detailed feedback. Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: • Result of Assessment (satisfactory or unsatisfactory) • Student name, signature and date • Assessor name, signature and date • Relevant and detailed feedback

7. Unit Requirements

You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Pre-Assessment Checklist: Task 1 – Knowledge Test

The purpose of this checklist

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.

Section 1: Information for Students

☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with 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. ☐ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment

Declaration (Student to complete) ☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Assessment method-based instructions and guidelines:
Knowledge Test

Assessment type

 Written Questions

Instructions provided to the student:

Assessment task description:

 This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.  The Knowledge Test is comprised of twelve (12) 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 an answer within the required word limit, to be deemed satisfactory in this task  You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.

Applicable conditions:

 All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).  You must read and respond to all questions.  You may handwrite/use a computer 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 be Satisfactory or Not Satisfactory.  As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.  For more information, please refer to the Training Organisation’s Student Handbook.

Location:

 This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.  Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Instructions for answering the written questions:

 Complete a written assessment consisting of a series of questions.  You will be required to answer all the questions correctly.  Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.  Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.  Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.  You must write your responses in your own words.  Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on 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 other sources to write your answers or research your work, always acknowledge the source.

Purpose of the assessment

This assessment task is designed to evaluate student’s knowledge essential to design and cost menus in a range of contexts and industry settings and knowledge regarding the following:  Knowledge of the techniques for sourcing information on food service trends and market preferences  Knowledge of the range of current and emerging food service trends relating to: o contemporary eating habits o cultural and ethnic influences o major festivals and events o media influence o seasonal influences o social media  Knowledge of the sources of information on: o market statistics o customer profiles and preferences  Knowledge of the products, service styles and quality expectations that meet market requirements  Knowledge of the financial operating costs for hospitality and catering organisations, including: o consumables o food and ingredients o labour o wastage  Knowledge of the methods and formulas for calculating portion yields and costs from raw ingredients: o food cost percentage o budgeted sales price o standard measures o standard yield tests o GST addition and subtraction  Knowledge of the different types and styles of:

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

o menus o food outlets o food service  Knowledge of the influence of seasonal products and commodities on menu content and price  Knowledge of the naming conventions and culinary terms for a variety of cuisines  Knowledge of the formats for and inclusions of menus presented to customers: o legible text o format matched to customer type o presented in format that is easy to read  Knowledge of the methods to gain feedback on menu performance: o qualitative:  social media  customer surveys  customer discussions  staff discussions and meetings o quantitative:  sales data  Knowledge of the methods of analysing sales mix and profit performance of menu items: o menu engineering analysis o sales data.

 

Task instructions

 This is an individual assessment.  To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.  To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.

Q1:	Answer the following questions regarding the techniques for sourcing information on foodservice trends and market preferences. 1.1 What are food service trends? Write your answer in 50-80 words. 1.2 Explain the techniques for sourcing information on foodservice trends and market preferences in 50-80 words.	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q2:	Answer the following questions regarding the range of current and emerging foodservice trends. 2.1 What are contemporary eating habits? Write your answer in 30-50 words. 2.2 How do cultural and ethnic influences affect the food businesses? Write your answer in 30-50 words. 2.3 Outline the major festivals and events that impact the food businesses with the help of the table given below: Festivals and Events: Hampton festivals: Truffle Melbourne Festival: Fine Food Australia: Tasting Australia 2.4 How do media influences the food businesses? Write your answer in 30-50 words. 2.5 Discuss the impact of seasonal influences on the food businesses in 30-50 words. 2.6 How does social media affect the food businesses? Write your answer in 50-80 words.	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q3:	Answer the following questions regarding the sources of information. 3.1 Outline the sources of information on market statistics in the food industry in 50-80 words. 3.2 List any four(4) factors that can be considered for building a customer profile. 3.3 Mention any two (2) factors that are covered under food preferences. 3.4 Outline any three(3)sources of information on current customer profiles and food preferences.	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q4:	Answer the following questions regarding the products, service styles and quality expectations that meet market requirements. 4.1 Discuss how the products can meet market requirements in 50-80 words. 4.2 How do service styles meet market requirements? Write your answer in 50-80 words. 4.3 Explain the quality expectations that meet market requirements in 30- 50 words.	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q5:	Answer the following question regarding the financial operating costs for hospitality and catering organisations: 5.1 What are consumables? Write your answer in 30-50 words. 5.2 Why is it important to calculate the costs of food and ingredients? Write your answer in 30-50 words. 5.3 What are labour costs? Write your answer in 30-50 words. 5.4 How is wastage calculated in the food industry? Write your answer in 30-50 words.	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q6:	Answer the following question regarding the methods and formulas for calculating portion yields and costs from raw ingredients: 6.1 How do you calculate food cost percentage? Write your answer in 50-80 words. 6.2 How do you find the budgeted sales price? Write your answer in 30- 50 words. 6.3 Explain the standard measures for calculating portion yields in 50- 80 words. 6.4 What are standard yield tests? Write your answer in 30-50 words. 6.5 Explain the following terms in terms of GST: a) Addition b) Subtraction (Write your answer for each of the above points in 30-50 words).	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q7:	Answer the following question: 7.1 Explain the different types of menus in 50-80 words. 7.2 List any three (3) types of food outlets. 7.3 Outline the various styles of food service with the help of the table given below: Service-style Definition À la carte: Buffet: Set or table d’hôte:	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Degustation:
Q8:	Answer the following question regarding the influence of seasonal products and commodities on menu content and price. 8.1 Name the season-wise seasonal products and commodities that can influence the recipe content and price in 50-80 words. 8.2 How do seasonal products and commodities influence the recipe content and price? Write your answer in 30-50 words.	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q9:	Outline the naming conventions and culinary terms for a variety of cuisines. Naming conventions and culinary terms Definition Lamingtons: Lamb leg roast: Prawn cocktail:	Satisfactory response
Yes ☐	No ☐
Q10:	Answer the following question regarding the formats for and inclusions of menus presented to customers. 10.1 What is the importance of including legible text in menus presented to customers? Write your answer in 30-50 words. 10.2 How is the menu format matched to customer type? Write your answer in 30-50 words. 10.3 How do you present the menu in a format that is easy to read? Write your answer in 30-50 words.	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Q11:	Outline the qualitative and quantitative methods to gain feedback on menu performance with the help of the table given below: Qualitative methods: Social media: Customer surveys: Customer discussions:	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Staff discussions and meetings: Quantitative: Sales data:
Q12:	Answer the following question regarding the methods of analysing sales mix and profit performance of menu items. 12.1 What is menu engineering analysis? Write your answer in 30-50 words. 12.2 How do you use sales data for analysing sales mix and profit performance of menu items?	Satisfactory response
Yes ☐	No ☐

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Assessment Results Sheet

Outcome

First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback: Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:

Student Declaration

 I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.  I have kept a copy of all relevant notes and reference material that I used as part of my submission.  I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.  I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.  All appeal options have been explained to me.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold: ☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VET I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only	The outcome of this assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Pre-Assessment Checklist: Task 2 – Skill Test

The purpose of this checklist

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.

Section 1: Information for Students

☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ 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). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT). ☐ The due date of this assessment task is in accordance with 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. ☐ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment

Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Assessment method-based instructions and guidelines:
Skill Test

Assessment type

 Skill Test – Design and cost menus

Instructions provided to the student:

Assessment task description:

 This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.  This assessment task is a Skills Test.  This assessment task consists of four (4) practical demonstration activities. o Activity 1: Evaluate market trends and identify target markets. o Activity 2: Develop menus o Activity 3: Cost menus for profitability o Activity 4: Write menu content  You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.  You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

Applicable conditions:

 This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to 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 be Satisfactory or Not Satisfactory.  As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.  Your 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 resubmission attempt will be allowed.  The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.  For more information, please refer to the Training Organisation’s Student Handbook.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Location:

 This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.  Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

Purpose of the assessment

The purpose of this assessment task is to assess the student’s knowledge and skills essential to design and cost menus in a range of contexts and industry settings.  Skills to source and evaluate information on current and emerging food service trends, customer preferences and target markets and use to inform menu design outlined below  Skills to develop and cost one menu from each of the following menu types based on the above information: o à la carte o buffet o degustation o table d’hôte  Skills to develop the above four menus demonstrating: o current and emerging food service trends o methods and formulas for calculating portion yields and costs from raw ingredients o desired profit margins and mark-up procedures o summary of menu costings.

 

Task instructions

 The assessment task requires student to take on the role of a Senior Restaurant Manager.  This task is to be completed in a simulated work environment set up by the training organisation.  The student must use the templates provided to document their response.  The student must use the formulas provided to cost menus.  You must assess the performance as per the performance criteria and checklist provided.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Assessment Task 2: Skill Test
Skills Test
This assessment task requires the student to design the following profitable menus for all types of cuisines
and food service styles.
 À la carte
 Buffet
 Degustation
 Set or table d’hôte
This includes:

	Sourcing and evaluating information on current and emerging food service trends, customer preferences and target markets and using to inform menu design.

 Developing the different menu types demostrating:
o Current and emerging food service trends
o Methods and formulas for calculating portion yields and costs from raw ingredients
o Desired profit margins and mark-up procedures
o Summary of menu costings.
This task is to be completed in a simulated commercial kitchen. This simulated commercial kitchen will
be arranged by your trainer/assessor.
The simulated workplace environment must meet the following criteria:

Are there opportunities for students to:	Yes/No/NA
Follow standard operating/workplace procedures
Use up-to-date software and equipment
Work within stated timelines to meet deadlines
Gain experience in the challenges and complexities of dealing with multiple tasks
Experience prioritising competing tasks and dealing with contingencies

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681

Deal with customers, clients, or other colleagues

Work with others in a team

Communicate with diverse groups

Find, discuss and test solutions to problems

Explore health and safety issues in the workplace environment

Answer practically oriented, applied knowledge questions

Show the level of written and verbal expression sufficient for the work requirements

Work independently and manage workload

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Scenario:
The Cherry Tomatoes is a full-service Italian restaurant located in Melbourne CBD. The organisation
serves a range of customers. The information regarding the current customer profile, their food service
prefrences and the past and current sales performance are given below.
Current customers profile:
The customers are grouped by the restaurant based on their eating practices.
 25% of the customers served by the organisation are vegans.
 40% of the customers served by organisation prefer halal food.
 20% of the customers are health concious and like healthy options.
 10% customers are lacto vegeterians
 5% customers have special dietary requirements
Past and current sales performance:
The following table show the sales figure of the restaurant from different customer groups over the period
of last 5 years.

Year	2018	2019	2020	2021	2022
Vegan	$10,000	$8,000	$10,000	$18,000	$50,000
Halal	$60,000	$80,000	$75,000	$90,000	$80,000
Health preference	$15,000	$15,000	$10,000	$15,000	$40,000
Lacto vegeterians	$10,000	$10,000	$8,000	$10,000	$20,000
Special dietary reuqirements	$5,000	$5,000	$4,000	$5,000	$10,000
Total sales	$100,000	$118,000	$107,000	$138,000	$200,000

The organisation has established supplier arrangement with Revlon Kitchen Supplies (RKS). Supplier
arrangement includes following:
1. Purchase specifications:
a. RSK will be responsible for suppling recipe kit for each cuisine mentioned in Appendix
C
b. Each recipe kit will include all the ingredients required to prepare that recipe.
c. Cost of each recipe kit is mention in Appendix C under heading ‘cost of supply’
2. Tariffs of all the supplies and recipe kits are fixed and given in Appendix C and will not change
until supplier arrangement expires which is the end of next financial year.
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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
You are working as a Senior Manager. The Cherry Tomatoes is going through business transition and
therefore, the owner of The Cherry Tomatoes has assigned you the following responsibilities:
 Evaluate market trends and identify target markets.
 Develop menus.
 Cost menus for profitability.
 Write menu content.
 Monitor menu performance.
The menu types that need to be developed are as follow:
 À la carte
 Buffet
 Degustation
 Set or table d’hôt
Each menu will have three (3) dishes.
As a Senior Manager, part of your duties is to analyse customer preferences and plan and cost recipes
for the new restaurant.
Your job responsibilities will include:

	Sourcing and evaluating information on current and emerging food service trends, customer preferences and target markets and using to inform menu design.

 

	Develpoing and costing one menu from each of the following menu types based on the above information:

o À la carte
o Buffet
o Degustation
o Set or table d’hôt
 Developing the different menu types demostrating:
o Current and emerging food service trends
o Methods and formulas for calculating portion yields and costs from raw ingredients
o Desired profit margins and mark-up procedures
o Summary of menu costings.
To plan and cost basic menus for dishes, you need to complete the following activities:
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 Activity 1: Evaluate market trends and identify target markets.
 Activity 2: Develop menus
 Activity 3: Cost menus for profitability
 Activity 4: Write menu content
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Activity 1: Evaluate market trends and identify target markets.
In this activity, you are required to source and evaluate information on current and emerging food service
trends, customer preferences and target markets and use to inform menu design.
To complete this activity, you are required to follow the steps given below:
Step 1: Identify the current market, customer profile and food service preferences.
 Analyse the following data given in the scenario.
o Past and current sales performance
o Current customer profile
 Determine the following and record using Template 1.
o Current customer profile/market
o Their food preferences
Step 2: Source information on the growing vegan trend in Australia and vegan food preferences. Record
your findings using Template 1.
Step 3: Evaluate market trends for relevance to organisational service style and cuisine, including the
following and record using Template 1:
 À la carte
 Buffet
 Degustation
 Set or table d’hôt
Step 4: Identify target markets for the full-service vegan speciality Italian restaurant and record using
Template 1.
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Template 1: Evaluation of market trends and target market

Evaluate market trends and identify target markets
Current customer profile/market	Their food preferences
Information on growing vegan trend in Australia and vegan food preferences (50-80 words)

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Market trends for relevance to organisational service style and cuisine, including the following:  À la carte  Buffet  Degustation  Set or table d’hôt (100-150 words)

Target markets for full service vegan speciality Italian restaurant

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Performance Criteria/Performance Checklist: Activity 1

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
a) Identified the current market, customer profile and food service preferences:  Analysed the following data given in the scenario. o Past and current sales performance o Current customer profile  Determined the following. o Current customer profile/market o Their food preferences		
b) Sourced information on the growing vegan trend in Australia and vegan food preferences.		
c) Evaluated market trends for relevance to organisational service style and cuisine, including the following:  À la carte  Buffet  Degustation  Set or table d’hôt		

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d) Identified target markets for the full service vegan speciality Italian restaurant.		
e) Read and interpreted documents about food service trends, customer profiles and preferences, and market preferences.		
f) Researched and sourced information on current and emerging food service trends.		

 

The student’s performance was:	 Not satisfactory  Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 2: Develop menus
In this activity, you are required to develop the following four (4) different menus using the information
you have sourced and evaluated on current and emerging foodservice trends, customer preferences and
target markets in Activity 1.
 À la carte
 Buffet
 Degustation
 Table d’hôte
The menus must be developed using MS Word.
To do so, you are required to complete the following steps:
Step 1: Before you create menus to meet market needs and preferences, you must internalise the food
service preferences of target markets and jot down your evaluation in the given space.

Foodservice preferences of the target market

Step 2: Next important aspect of menu development is to provide a balanced variety of dishes to the
customer; therefore, you are required to ensure that all menus must include at least one of each cuisine
from the speciality menu given in Appendix C:
 One Baked cuisine
 One Boiled cuisine
 One High-Protein Vegan cuisine
Step 3: Sequence menu items according to menu requirements:
 Appetiser
 Main course
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 Dessert
Step 4: Plan and design the following menus and the sequence of menu items according to cuisine
requirements and conventions by using the cuisine list given in Appendix C for different menu types:
 À la carte
 Buffet
 Degustation
 Table d’hôte
Step 5: Review designed menus using the given list of a variety of cuisines, their preparation lists and
recipes in Appendix C to negate the seasonal operation constraint of the winter season, like seasonal
availability of ingredients and suitability of dishes for the season.
Submit the developed menus to the trainer/assessor for approval.
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Performance Criteria/Performance Checklist: Activity 2

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
a) Internalised food service preferences of target markets and jot down your evaluation in the given space.		
b) Provided a balanced variety of dishes to the customer.		
c) Sequenced menu items according to menu requirements.		
d) Planned and designed the following menus and the sequence of menu items according to cuisine requirements and conventions by using the cuisine list given in Appendix C.		
e) Reviewed designed menus using the given list of a variety of cuisines, their preparation lists and recipes in Appendix C to negate the seasonal operation constraint of the winter season, like seasonal availability of ingredients and suitability of dishes for the season.		
f) Considered all operational constraints and develop menus that can be realistically delivered by the organisation.		
g) Accessed and sorted all information required for menu planning and to coordinate a timely and efficient menu development process.		

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The student’s performance was:	 Not satisfactory  Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 3: Cost recipes
This activity requires the student to cost recipes developed in Activity 2 using standard recipe cards in
spreadsheet format provided along with this assessment. The standard recipe cards must include the
following information:

     	Recipe Ingredients Portion size Units of measure Cost of raw ingredients Total expenditure:
o	Ingredients

o Labour

o	Wastage
 	Sales Price Final price after adjustments

When costing the recipes, you must follow the following procedures:

Itemise proposed components. Determine total portion yield. Calculate total cost of raw ingredients. Determine the following expenditure: 1. Ingredients 2. Labour (Add 35 % to total cost) 3. Wastage (Add 7% to total cost) Note: calculate new selling price for only those menu items on which profit margin is less than 15 percentage Calculate appropriate selling price for the profit margin of 15 percentage to ensure maximum profitability using given formula and use mark-up percentage of 17.5 percentage: Sales Price = Cost X Mark-up Percentage (17.5%) + Cost Calculate Mark price for all menu items using formula: Mark-up price = Selling price – cost Assess cost-effectiveness and profitability of proposed dishes by comparing its profit margin to standard profit margin of 15% To maintain price-competitive ensure that no menu item exceeds 25% profit margin and make appropriate adjustment to selling price.

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To complete this activity, you are required to complete the steps given below.
Step 1: Itemise proposed components of the included dishes..
Step 2: Calculate portion yields and costs from raw ingredients.
a. Calculate the original weight of the raw ingredient
b. Process raw ingredients to determine edible product weight
c. Record the waste or trim weight loss during processing
d. Subtract waste or trim weight from original weight to calculate edible product weight
e. Calculate yield using the following formula:
i. Yield % = Edible product weight / Original weight * 100
Step 3: Determine net production costs of menu items. Determine the following to get the net cost of
each recipe.
a. Ingredients
b. Labour (Add 35 % to total cost)
c. Wastage (Add 7% to total cost)
Step 4: Determine required profit margin and calculate selling price to ensure maximum profita
Step 5: Assess cost-effectiveness and profitability of proposed dishes to form a menu with balanced
yield.
Step 6: Make reasonable cost adjustments to ensure price-competitive menus are per the procedures.
Step 7: Complete standard recipe cards (spreadsheet provided along with this assessment) for each dish
in each menu. Include the following information:

     	Recipe Ingredients Portion size Units of measure Cost of raw ingredients Total expenditure:
o	Ingredients

o Labour

o	Wastage
 	Sales Price Final price after adjustments

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Performance Criteria/Performance Checklist: Activity 3

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
a) Itemised proposed components of the included dishes.		
b) Calculated portion yields and costs from raw ingredients.		
c) Determined net production costs of menu items.		
d) Determined required profit margin and calculated selling price to ensure maximum profitability.		
e) Assessed cost-effectiveness and profitability of proposed dishes to form a menu with balanced yield.		
f) Made reasonable cost adjustments to ensure price-competitive menus.		
g) Demonstrated numeracy skills to:  interpret market statistics when calculating the cost of producing dishes for menus  calculate mark-ups and selling price for profitability  compare menu items based on their anticipated yield, budgetary constraints and profitability.		
h) Demonstrated technology skills to use computers and software programs to develop menus.		

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The student’s performance was:	 Not satisfactory  Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 4: Write menu content
In this activity, you are required to write menu content for each menu developed in Activity 2.
You must use MS word to write menu content. You must write the menu content comprehensive and
creatively expressed menus and product descriptions to explain menu dishes and promote sales.
When writing menu content for each meny, you must:

	Write menu using terminology appropriate for English speaking market and full-service Italian restaurant.

 Follow naming convention to suit the Italian style of cuisine.
 Use innovative descriptions that promote the sales of menu items
 Present sequence of service on printed menus and submit it to trainer/assessor for approval
Submit the menu content written for each of the following meny style to the trainer/assessor via e-mail.
 À la carte
 Buffet
 Degustation
 Table d’hôte
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Performance Criteria/Performance Checklist: Activity 4

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence	S	N/S	Trainer/Assessor to complete (Comment and feedback to students)
a) Wrote menus using terminology appropriate for the market and organisational service style.		
b) Followed required menu item naming conventions for the style of cuisine.		
c) Presented sequence of service on printed menus for ease of customer reading.		
d) Used accurate and innovative descriptions that promote the sale of menu items.		

 

The student’s performance was:	 Not satisfactory  Satisfactory
Feedback to student:
Student signature
Observer signature

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Assessment Results Sheet

Outcome

First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback: Second attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:

Student Declaration

 I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.  I have kept a copy of all relevant notes and reference material that I used as part of my submission.  I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.  I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.  All appeal options have been explained to me.

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Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold: ☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VET I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only	The outcome of the assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________

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Appendix A: Reasonable Adjustments

Write (task name and number) where reasonable adjustments have been applied:

Reasonable Adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

 

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
 LLN	 Speaking  Reading  Writing  Confidence	 Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists
 Non English Speaking Background	 Speaking  Reading  Writing  Cultural background  Confidence	 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
 Indigenous	 Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment	 Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
 Age	 Educational background  Limited study skills	 Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in an accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
 Educational background	 Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need
 Disability	 Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies	 Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  Provide information or course materials in an accessible format, e.g. a textbook in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift

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Explanation of reasonable adjustments strategy used

 

Trainer/Assessor Name
Trainer/Assessor Declaration	I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.
Trainer/Assessor Signature
Date

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Appendix B: Learner Evaluation Form
Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve
our training quality. The purpose of the evaluation form is to evaluate the areas below:
• logistics and support
• facilitation
• training material
• assessment
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in
completing this evaluation form!

Unit of Competency Name	Trainer/Assessor Name
Student Name (Optional)	Dates of Training
Employer/Work site (if applicable)	Date of Evaluation
A	Logistics and Support Evaluation
No.	Criteria/Question	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
1	The communication regarding the required attendance and time to study to pass this unit was correct
2	The staff were efficient and helpful.
3	The training equipment and material used was effective and prepared.
4	The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)
Additional Comments on Logistics and Support

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No.	Criteria/Question	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
B	Trainer/Assessor Evaluation
1	The trainer/assessor was prepared and knowledgeable on the subject of the program
2	The trainer/assessor encouraged student participation and input
3	The trainer/assessor made use of a variety of methods, exercises, activities and discussions
4	The trainer/assessor used the material in a structured and effective manner
5	The trainer/assessor was approachable and respectful of the learners
6	The trainer/assessor was punctual and kept to the schedule
7	The trainer/assessor was easy to understand and used the correct language
Additional Comments on Training

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No.	Criteria/Question	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
C	Learning Evaluation
1	The learning outcomes of the unit are relevant and suitable.
2	The content of the unit was relevant and suitable for the target group.
3	The length of the training was suitable for the unit.
4	The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.
5	The learning material was free from spelling and grammar errors
6	Handouts and exercises were clear, concise and relevant to the outcomes and content.
7	Learning material was generally of a high standard, and user-friendly
Additional Comments on Learning Evaluation

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Appendix C:

1. A La Carte Menu
Name	Preparation list	Recipes	Cost of supply (Recipe kit)	Price lists
Prosciutto e Melone	1 cantaloupe – seeded and cut into 8 wedges 8 thin slices prosciutto	Remove the flesh from the rind of the cantaloupe; wrap each piece of cantaloupe with a slice of prosciutto. Arrange on a platter and serve cold.	8.50	10.50
Insalata Caprese	2 ripe large tomatoes 125 gram buffalo mozzarella small basil leaves extra virgin olive oil salt and pepper	Slice the tomatoes and mozzarella and arrange, alternately, on a serving plate so that they overlap slightly. Arrange small fresh basil leaves on top. Season with salt and fresh ground pepper. Drizzle with a generous amount of extra virgin olive oil and serve.	6.95	8.95
Brasato ai funghi (Italian Pot Roast with Mushrooms)	750g-1 kilo (1-1/2 to 2 lbs) beef, from a cut suitable for pot roasting (see Notes) For the marinade (optional): Red wine 1-2 shallot, cut into halves A small carrot, cut into slices	MARINATING THE ROAST If marinading your roast, place it in a bowl or container with the marinade ingredients and enough red wine to just cover. Leave overnight (and up to 24 hours) in the fridge. Turn the roast over once or twice as it marinates. Take the beef out of the fridge about an hour before you want to cook so it returns to room temperature. Pat dry. LARDING THE ROAST If using a lean cut like eye round, it’s not a bad idea to lard the roast. Here’s an easy, ‘homestyle’ way to do it: Make slits all over the roast	8.95	10.95

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1 small stalk of celery, cut into slices A bay leaf 1-2 cloves For larding the roast (optional): 50 g (2 oz) pancetta, cut into small dice For browning the roast: 1 small onion, finely minced 1 small carrot finely minced 1 small stalk celery, finely minced Red wine (or the marinade) For braising the roast: [2 cups] beef broth (or water) 15g (1/2 oz) dried porcini mushrooms, soaked until soft in warm water 1-2 cloves (if not used in the marinade)

with a small parting knife and, with your fingers, insert small bits of pancetta into the slits. (See Notes for the professional method.) BROWNING THE ROAST Make a battuto by finely mincing the onion, carrot and celery together, either with a sharp knife or mezzaluna on a cutting board, or in a food processor, until the mixture has almost turned into a paste. Melt a good knob of butter, along with a drizzle of vegetable oil, in a Dutch oven large enough to hold the roast, then add the battuto and gently sweat all the ingredients, with a pinch of salt, until they are very soft. Take care not to brown the aromatic vegetables—a few drops of water will help them prevent browning and help soften them as well. Raise the heat and add the roast, browning it on all sides, again taking care not to burn the aromatics. Pour a ladleful of red wine (or the strained marinade if you’ve done that) over the roast and let it simmer, turning the roast now and then. BRAISING THE ROAST When the wine is almost evaporated, add the broth or water, along with the soaked mushrooms. (If you’re not making the mushroom garnish, you can add some or all of the soaking liquid, strained of any grit, as well.) Cover and let the roast braise over low heat until

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A bay leaf (if not used in the marinade) Salt and pepper Butter and vegetable oil For the mushroom garnish: 250g (8oz) fresh mushrooms, cut into slices or quarters (see Notes) 1-2 shallots, finely minced A sprig of parsley Butter and vegetable oil Salt and pepper

tender. (Times can vary, but 2-3 hours should be enough, although some recipes call for 4-6 hours of braising.) Adjust the heat so that the braising liquid simmers gently. Add more liquid (broth, water or mushroom water) if things get too dry. MAKING THE MUSHROOM GARNISH While the roast is braising, cut the fresh mushrooms into slices or quarters. Sauté them briskly in a good knob of butter and a drizzle of vegetable oil. They will exude their juices at first, once they have evaporated, you will hear them begin to sizzle. At that point, they will begin to brown. If you are using rather bland mushrooms, you can add some or all of the soaking liquid from the dried porcini to the mushrooms, just as they begin to sizzle, and let it evaporate. MAKING THE SAUCE When the beef is tender, remove it from the pot and let it rest for a few minutes. Meanwhile, check the braising liquid, which you will use as your sauce. It should be dark and intensely flavored, abundant but not too thin. Boil it down if it’s too thin, and add water if need be to thin it out. The battuto should have completely melted into the sauce; if not, you can purée the sauce with a hand blender. If you’re using the mushroom garnish, you can add it to the sauce if you like and let it simmer for a few minutes. SERVING THE ROAST

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Slice the roast on a serving platter and add the mushroom garnish all around it. Nap with some of the sauce. Place the rest of the sauce in a sauce boat for those who want more. Brasato is wonderful accompanied by mashed potatoes or soft polenta.
Insalata di Gamberetti e Parmigiano	10 fresh prawns (or shrimp) 50 g of rocket juice of 1 lemon olive oil balsamic vinegar Grana cheese flakes salt	To prepare the shrimp salad with rocket and parmesan, boil the shrimp in a small pan of salted water. As soon as the water boils, add the prawns and boil them for 7- 8 minutes. Drain from excess water with a slotted spoon and let them cool. Meanwhile prepare the lemon juice emulsion, with olive oil and a pinch of salt. Shell the prawns and let them marinate in the oil and lemon emulsion for about ten minutes (or even longer if you are not in a hurry). Put the rocket on a plate and season with a drizzle of olive oil and balsamic vinegar. Add the prawns seasoned with the remaining emulsion and the flakes of parmesan. Finally pour a few drops of balsamic vinegar, which is very sweet, so it helps to enhance the taste of shrimp and rocket. Let this simple and quick shrimp salad with rocket and parmesan flavour and serve.	8.50	10.50
Spinaci Aglio e Olio	2 pounds fresh spinach, heavier stems removed, washed well 3 large garlic cloves very finely chopped 1/4 cup extra virgin olive oil	1. In a large saucepan, place the spinach with only the water from its last rinsing and steam over high heat until it wilts, 4 to 5 minutes. Drain the spinach well, pressing out as much excess water as you can with the back of a wooden spoon. 2. In a skillet. heat the olive oil over low heat with the garlic for 3 minutes. Add the spinach and mix well. Cook for 8 to 10 minutes,	4.50	6.50

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Salt and freshly ground black pepper to taste	season with salt and pepper, and serve.
Cipolle Fritte	Onions 400 g Milk 200 g Flour 00 80 g Frying oil to taste Salt to taste Powdered paprika 1 ⁄ 2 tsp Breadcrumbs to taste Eggs 1 Pepper to taste	Peel the onions, wash and cut them in the width wise direction in 3 mm high slices. Divide the slices into rings. Fried onions Pour the milk into a bowl, add little salt and dip the onion rings to remove some of the spicy. Fried onions In a bowl mix the flour with the paprika, then add the milk, the egg, the pepper and beat with a whisk to mix well, in a second bowl pour the breadcrumbs. Fried onions dip each onion ring in the flour batter, making sure it is evenly coated. Fried onions Then pass the rings in the breadcrumbs, making sure that it adheres uniformly to the batter. Fried onions In abundant boiling oil fry the rings without frying too many together, continuing cooking for about 3 minutes on each side.	3.95	5.95

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Fried onions Drain the fried rings, passing them on absorbent paper to remove excess oil, then serve them hot on the table.
Zucchine Fritte	3 (about 400g) medium zucchini 75g (1/2 cup) self raising flour 40g (1/2 cup) parmesan, finely grated, plus extra to serve 3 shallots, ends trimmed, thinly sliced 1 egg, whisked 1/4 cup fresh continental parsley, chopped 2 tsp dried oregano leaves 1/4 tsp ground nutmeg 1 tsp salt 1 tbsp olive oil	Step 1 Trim the ends from zucchini. Coarsely grate the zucchini . Place in a colander and squeeze out as much excess moisture as possible. Transfer to a bowl. Stir in self raising flour , parmesan , shallots , egg , parsley , oregano , salt and nutmeg . Step 2 Heat 1 teaspoon olive oil in a non stick frying pan over medium-high heat. Drop three portions of zucchini mixture into pan. Cook for 1 1/2 minutes each side or until golden and cooked through. Transfer to a plate. Repeat with remaining olive oil and remaining zucchini mixture.	3.95	5.95
Peperonata	6 bell peppers, different colours, cut into ¼ inch slices 4 garlic cloves crushed 1 red onion cut into ¼ inch slices 10 basil leaves	Add the olive oil to a saucepan and place over a medium-low heat. Add the garlic, onions and basil and sautè until extremely soft image 2 Add the sliced peppers to the pan, stir and cover with a lid. Cook over	4.50	6.50

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200g of tomatoes, diced 8 tbsp of extra virgin olive oil	a low heat for 30 minutes, stirring occasionally 3 Add the tomatoes and continue to cook until the peppers are very tender, but not mushy as they should still hold their shape. Either season and serve while warm, or allow to cool before finishing and serving 4 Just before serving, season with salt and pepper to taste. Finish the peperonata with the balsamic vinegar then serve with warm breads or as a side to a larger feast
Caramel & Sticky Toffee Bombe	3/4 cup crushed gingersnaps (about 14 cookies) 3 tablespoons butter melted 1-pint vanilla ice cream softened 2 Heath candy bars, chopped 1/3 cup caramel ice cream topping warmed	Line a 3-cup bowl with plastic wrap. Combine cookie crumbs and butter; press onto the bottom and up the sides of prepared bowl. In a large bowl, beat ice cream and chopped candy bars until blended; spoon into crust. Cover and freeze until firm. Trim edge of crust even with ice cream if necessary. Invert onto a serving platter; remove plastic wrap. Let stand 10 minutes before cutting. Drizzle with caramel topping.	4.95	6.95
Soufflè al Cioccolato	125g dark chocolate 70% 125g butter 150g sugar 2 eggs 2 egg yolks 50g flour	The preparation is short and very simple. Start by chopping the chocolate into very small pieces and place in a saucepan together with the butter into small pieces. Melt it all together and stir until you obtain a smooth and homogeneous mixture. Let cool. In another bowl, beat the eggs, egg yolks, and sugar together with an electric whisk until they become swollen and clear. Now take the melted chocolate and add it in this compound. Continue beating and add the flour. Butter 5 or 6 little ramekins and divide the	4.95	6.95

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dough into equal parts for each mould. Cover the moulds with aluminium foil and place in the freezer for a couple of hours. You can leave it in the freezer for days and pull them out just before serving. Remove the aluminium and put your cupcakes in the oven and cook at 220°C per minute. Once cooked, form into patties and sprinkle with icing sugar. The secret to the filling remaining soft and warm lies in freezing the pie. This makes it impossible to cook the whole thing, leaving the inside soft and warm. If you want to give the dough a more intense aroma, you can add a couple of tablespoons of brandy or coffee. We advise you to serve the chocolate cake accompanied with custard served in a lovely cup.
Tartufo Classico	Salted Caramel Sauce: 1/2 cup sugar 1/4 cup water 1/3 cup heavy cream 1 teaspoon vanilla extract 1/2 teaspoon salt Tartufo: 3/4 cup crushed chocolate cookies 1/2 cup chopped bittersweet chocolate 1-pint vanilla ice cream	Caramel sauce: In a heavy saucepan over medium high heat, combine the sugar with 1/4 cup of water. Bring to a simmer and cook until the mixture turns a deep golden brown. Remove from the heat and carefully whisk in the heavy cream, vanilla extract and salt. Set aside to cool to room temperature. Tartufo: Combine the cookie crumbs and chocolate chunks in a large resealable bag. Using a large round ice cream scoop, scoop out a ball of ice cream and leave it in the scoop. Poke a hole in the centre of the scoop with a handle of a wooden spoon and put a cherry into the hole. Cover the hole with a bit of ice cream and put the scoop of ice cream into the bag of cookies and chocolate pieces. Shake around pressing gently to	4.95	6.95

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4 brandied or maraschino cherries 4 sprigs mint	completely coat the ice cream. Put the scoop on a tray and freeze for 30 minutes. Repeat the process with remaining ingredients. Before serving, divide the caramel sauce among 4 plates. Remove the Tartufos from the freezer and slice them in half. Arrange 2 halves on each plate and garnish with mint sprigs.
2. Italian degustation evening menu
Veneto Baccala Manteacato with Crouton Creamy warm baccala mousse with crispy extra virgin olive oil crouton	Saltwater salted codfish already soaked, 800 gr Extra Virgin Olive Oil, 200 ml Milk 1 sprig Parsley 1 garlic slice Salt Pepper	start by putting the fish for at least 24 hours to soak in water, letting a stream of water, or often changing the soak. cut it into pieces After this time, place it in a saucepan with cold water and covering it with 150 ml of milk Salt lightly and bring to a boil, skimming occasionally. Cook the salted codfish for about 20 minutes, until it is well cooked and tender (if you were to leave 10 minutes longer). Drain cod and clean it by depriving it of bones and skin, then cut it into small pieces and place in a bowl. With a wooden spoon (or planetary), stir the salt cod, adding the oil, as in the preparation of mayonnaise. You will get a compact and homogeneous cream, shiny and with a few whole piece. Adjust with salt and pepper and add the chopped parsley and garlic You can serve the creamed cod with crispy polenta croutons of: prepare a white or yellow polenta, cool on a tray, when well chilled cut into rectangles that you are going to roast in the oven with grill or in a Grill Pan.	13.50	15.50

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Puglia Orecchiette vongole with a cime di rapa Orecchiette with vongole and a Southern Italian green cabbage

100 gm course fresh breadcrumbs from crusty white bread 120 ml olive oil 2 garlic cloves finely chopped 2 long red chillies finely chopped Finely grated rind of 1 lemon 50 gm pecorino grated 400 gm broccoli 100 gm guanciale, thinly sliced (see note) 500 gm dried orecchiette

reheat oven to 160C. Scatter breadcrumbs on an oven tray, bake until dry (8-10 minutes). Set aside. 2 Meanwhile, heat 70ml oil in a saucepan over medium-high heat, add one-third of the garlic and half the chilli and stir occasionally until caramelised (1-2 minutes). Add breadcrumbs, stir until golden (3-4 minutes), stir through lemon rind and set aside to cool. When cool, stir through pecorino, season to taste and set aside. 3 Cut broccoli into florets, finely chop stems and set aside separately. Cook stems in boiling salted water until almost tender (3-4 minutes), then add florets and cook until both are tender (3-4 minutes). Drain well, process in a food processor until smooth, season to taste and set aside. 4 Heat remaining olive oil in a saucepan over medium heat, add guanciale, remaining garlic and chilli and stir occasionally until tender (3-4 minutes) 5 Meanwhile, preheat a grill to high heat. Cook orecchiette in a large saucepan of boiling salted water until al dente (8-10 minutes), then drain, (reserve 60ml pasta water). Return pasta and reserved water to pan, add broccoli purée and stir to combine. Toss through guanciale mixture, season to taste, then divide among four heatproof serving dishes. Scatter over crumb mixture, grill until golden (2-3 minutes) and serve hot.

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Marche Freshest seafood catch of the day with a confit tomato, black olives	4 large peppers 1 clove of garlic 4 anchovy filets handful of herbs (basil or oregano) salt and pepper about 3 TB red wine vinegar about 7 TB good extra virgin olive oil	Roast the peppers in the oven, on the gas stove-top or better yet on the grill, blackening the skins of the peppers. Then place the peppers in a bowl and cover tightly with plastic wrap until cool. Once cool remove the skins and seeds. Slice into 1cm or 1/2 in strips. Mince the garlic & tear up the herbs – adding both to the peppers. Add your anchovy filets. Season with salt & pepper. Add the red wine vinegar & olive oil. Mix and let sit for a few hours. (It gets better as it sits.) Serve! This will pair perfectly with crostini/crusty bread and a wedge of cheese!	16.95	18.95
3. Italian buffet menu
Caesar Dressing with Fresh Parmesan and Croutons	1/4 cup olive oil 4 tsp. fresh lemon juice 1 Tbsp. chopped anchovy fillets 1 clove garlic minced 1/2 tsp. LEA & PERRINS Worcestershire Sauce 1/4 tsp. ground black pepper	Beat oil, lemon juice, anchovies, garlic, Worcestershire sauce and pepper with wire whisk until well blended. 2 Drizzle over lettuce in large bowl; toss to coat. 3 Add croutons and cheese; mix lightly.	14.68	16.68

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8 cups torn romaine lettuce 1 cup croutons 1/3 cup KRAFT Grated Parmesan Cheese
Creamy Caesar Dressing	3 cloves garlic minced 3/4 cup real mayonnaise 2 tsp real anchovy paste 2 rounded TB grated Parmesan cheese 1 tsp Worcestershire sauce 1 tsp Dijon mustard 1 TB fresh lemon juice kosher salt and freshly ground black pepper 1 head fresh romaine lettuce, washed/dried, and torn 1/3 cup freshly shaved parmesan cheese 4 cups good croutons	In a bowl, combine the garlic, mayo, anchovy paste, grated parmesan, Worcestershire, mustard, and lemon juice. Whisk to combine well. Add kosher salt and fresh ground pepper to taste. Chill. When ready to serve, add torn lettuce into a large serving bowl. Drizzle desired amount of dressing and toss. Add shaved parmesan and toss gently. Top with croutons. Serve immediately.	15.50	17.50

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Three Cheese Manicotti (Mozzarella / Parmesan / Ricotta)

2 (28-ounce) cans diced tomatoes, undrained ½ cup chopped onion 2 garlic clove, minced ¼ cup canola oil 2 (8-once) cans tomato sauce 2 teaspoon sugar 2 teaspoon dried oregano ½ teaspoon dried thyme 2 small bay leaf ½ teaspoon salt 12 manicotti shells uncooked Filling: 2 eggs beaten 1 1/2 cups ricotta or cottage cheese 2 cups shredded mozzarella cheese divided 1/2 cups grated Parmesan cheese 1/4 cups chopped fresh parsley 1/4 teaspoon salt 1 Pinch ground black pepper

Optional step: Pulse the tomatoes in a blender until crushed. Set aside. To make the sauce, cook the onion and garlic in the oil in a medium saucepan over medium heat, until the onions are tender but not browned. Add the tomatoes, tomato sauce, sugar, oregano, thyme, bay leaf, and salt. Bring to a boil, decrease the heat, and simmer uncovered for 45 minutes, stirring often. Add water if needed to thin the sauce. Remove the bay leaf. While the sauce is cooking, cook the manicotti shells according to package directions, being careful not to overcook. Rinse in cold water and drain. Separate the cooked shells and lay them out on a 15-inch sheet of aluminum foil to keep them from sticking together (you will reuse the foil to cover the baking dish). If you tear the shells, you can put the torn sides back into placeafter you fill them. Preheat the oven to 350 degrees. In a medium bowl combine the filling ingredients: eggs, ricotta, 1 cup of the mozzarella cheese, Parmesan cheese, parsley, salt, and pepper. Working on the foil, stuff the filling into the shells with a narrow rubber spatula or your fingers. Do not overstuff or you may run out of filling. Pour half the cooked sauce into a 13 by 9-inch baking dish. Arrange the filled manicotti in the baking dish. Pour the remaining sauce over the shells.Sprinkle with the remaining mozzarella cheese. Cover the dish with the foil.You may refrigerate the

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prepared manicotti for up to 24 hours before baking. Bake for 30 minutes. Remove the foil cover and serve with Italian or French bread and a salad.
Tri Coloured Penne Pasta with Pesto Cream Sauce	Tri-coloured Penne Rigate or Rotini Pasta, cooked according to package directions Pesto: ½ cupPine Nuts, toasted 3 Garlic Cloves chopped 2 cups Fresh Basil chopped 1 cup Olive Oil ½ cupParmesan Cheese ½ cupRomano Cheese Salt & Pepper, to taste to Serve: ¾ cupPesto Sauce 1 cup Heavy Cream 1 Medium Plum Tomato diced	1. PLACE pine nuts, garlic, basil and oil in a food processor and pulse until finely blended. 2. TRANSFER pesto from food processor to bowl. Add all remaining ingredients. 3. HEAT 3/4 cup pesto and 1 cup heavy cream in a large skillet (on low/med heat). 4. ADD cooked, drained pasta to skillet. Toss until sauce lightly coats pasta. 5. TRANSFER to large serving plate. Garnish with diced tomatoes	15.60	17.99
Italian meatballs	500 g sausage beef mince 2 bacon rashers 1 brown onion large	Peel and finely dice onion. Slice bacon into fine strips. Crush and finely chop garlic and ginger. Chop olives roughly.	18.10	19.99

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5 garlic clove 2 cm root ginger 12 stuffed green olives 1 tbs light soy sauce 1 tbs Worcestershire sauce 1 pinch coriander 1 pinch oregano 1 pinch tarragon 2 tbs olive oil 425 g canned crushed tomatoes	In a mixing bowl, combine all ingredients except the oil and tomatoes. Mix thoroughly. Place a 45-60 cm sheet of plastic wrap on a bench. Cover the plastic wrap with the same length of aluminium foil. Form the mince mixture into a line along the centre of the foil. Leave about 5 cm at each end of the foil to twist up. Roll the foil over the mince to form a cylinder about 5-6 cm round. Lightly twist the end of the foil, then roll the cling wrap over the foil sausage and twist both the foil and plastic until the sausage is firm and even. Refrigerate for 6 to 24 hours in the fridge, or 30 to 60 minutes in the freezer. Remove the cling wrap, slice the sausage into 1 cm patties then remove the foil. Mould the patties into meat balls. Each patty makes one large or two smaller bite-sized meatballs. Heat the olive oil in a large frying pan. Drop the meatballs in and cook until brown. Add the canned crushed tomatoes to the pan, cover and simmer for 10-15 minutes.
4. Table d’ Hote
Salt & pepper calamari served on a bed of rocket salad	3-4 cups vegetable oil 4 squid tubes 1 cup rice flour	Cut squid down one side to open out flat with the inside of the tube facing up.	14.50	16.50

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1 tbsp white pepper 2-3 tbsp rock salt 2 eggs 3 tbsp milk Salad 1/4 cup tomatoes chopped 3 handfuls of rockets 1/2 Spanish onion thinly sliced 1/2 cucumber, julienne 1-part white balsamic vinegar 2 parts olive oil 1 squeeze lemon juice 1 clove garlic

Score the squid with a knife at 45- degree angles making sure not to cut through the squid. Do this along the squid then repeat in the other direction to hatch. Cut squid tubes in 3 or 4 pieces. Combine eggs with milk in a medium size bowl to create a milk wash. Place cut scored squid in bowl with milk wash. Mix the rice flour, salt and pepper in a separate bowl. In a small bowl put one-part olive oil and about a 1/4 cup of white balsamic oil and half a cup of olive oil. Add the garlic and a squeeze of lemon and season to taste. Set this aside for the salad. Heat oil in a medium sized saucepan. As you wait, prepare the salad by combining rocket, tomatoes, onion and cucumber in a bowl. Add 3-4 tbsp of vinaigrette and stir through. Test the oil by taking a piece of squid, roiling it in the salt and pepper flour, and dip a corner into the oil. If it begins to bubble and fry you are ready! Cooking 5 or 6 pieces of squid at a time, roll them in flour mixture to cover and place in hot oil. After about 30 seconds remove them and place on paper towel. Repeat until all are cooked.

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Serve with salad and garlic aioli
Tomato and basil bruschetta	4 medium vine ripened tomatoes, deseeded, finely chopped 1/4 cup fresh basil leaves, torn 2 tsp red wine vinegar 1/4 tsp caster sugar 1/4 cup olive oil 8 slices day-old sourdough bread 2 garlic cloves, halved Salt, to season	Step 1 Combine tomato, basil, vinegar, sugar and 1 tablespoon oil in a bowl. Season with salt and pepper. Step 2 Preheat grill on medium-high. Place bread on a baking tray. Grill for 1 to 2 minutes each side or until golden. Transfer to plates. Rub cut side of garlic over 1 side of each piece of toast. Drizzle with remaining oil. Spoon tomato mixture onto toast. Serve.	15.99	17.99
Chilli Bacon King Prawns Prawns tossed with chilli, bacon, wine & garlic	500 g packet spaghetti 2 tbsp olive oil 6 streaky bacon rashers diced 2 cloves garlic crushed 1 lemon zested and juiced ½ tsp chilli flakes	Cook pasta for 2 minutes less than the instructions on the packet. While pasta cooks, heat oil in a large frypan and cook bacon until it starts to turn golden. Add garlic, lemon zest, chilli flakes and fresh chilli and sizzle another 30 seconds. Add prawns and stir-fry over medium heat until they change colour (2-3 minutes). Drain pasta, reserving ½ cup cooking liquid. Add pasta, lemon juice, salt, pepper and reserved cooking liquid to the pan with the prawns. Toss over heat for a minute or two so the pasta can absorb the flavours. Sprinkle with parsley and serve immediately, accompanied by parmesan, if using.	13.60	17.50

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½ red chilli deseeded very finely chopped 400 g raw peeled tail on prawns salt and pepper to season ½ cup chopped fresh parsley ½ cup grated Parmesan
Grilled fish fillet with garlic, lemon & parsley (Grilled fish fillet cooked in garlic butter, lemon & parsley)	4 firm white fish fillets 1 tablespoon olive oil 1 tablespoon lemon juice 1/2 cup finely chopped parsley 1 garlic clove chopped 2 teaspoon grated lemon rind steamed spinach, lemon wedges, to serve	1 Preheat grill to very hot. Brush grill tray and fish with oil. Season fish, place on prepared tray and cook for 5 minutes under grill, about 10cm from heat, basting with lemon juice, without turning, until fish flakes easily. 2 Meanwhile make Lemon and Parsley Topping by mixing parsley, garlic and lemon rind together. 3 Pile steamed spinach onto serving plates and place fish on top. Sprinkle over Lemon and Parsley Topping and serve with lemon wedges.	15.60	17.00
Scallopini ai funghi, mushroom & cream sauce (Veal cooked in cream,	2 tablespoons extra virgin olive oil 1 clove garlic	Heat 2 tablespoons olive oil in a large frying pan over medium-low heat then add garlic clove and cook until golden in colour. Add mushrooms, stirring to coat in oil, then cook a few minutes to soften.	18.99	21.99

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mushroom & white wine_	300g porcini or any type of mushrooms, sliced 120ml white wine 8 pork escalopes plain flour, as needed 20g butter 1 tablespoon extra virgin olive oil 2 tablespoons cream chopped parsley, as needed to garnish salt and pepper, to taste	Increase heat and pour in wine, then cook until the alcohol evaporates. Reduce heat and cook for 10 minutes or until mushrooms are tender and most of the liquid has been absorbed. Season with salt and pepper and transfer to a bowl. Keep warm. Discard the garlic but keep the pan for cooking the meat. Meanwhile, season pork escalopes lightly and coat with flour on both sides. In the same pan you cooked the mushrooms, add butter and 1 tablespoon oil (or just 40g butter for a richer taste) and cook for a couple of minutes over medium-high heat. Add escalopes, one slice next to the other and cook for 5-6 minutes per side or until golden. If you have too much meat to fit in the pan, cook a few slices first, transfer in a plate then add more oil and butter to the pan and cook the rest. When the meat is ready, bring the mushrooms back to the pan and pour in the cream. Cook for a minute or 2, just until heated through. Remove from heat, sprinkle with parsley and serve each scaloppina with a good spoonful of creamy mushroom sauce.
Chicken breast, topped with eggplant, cheese & napoli sauce (Crumbed chicken breast cooked topped with eggplant,	INGREDIENTS 4 chicken breast fillets, excess fat trimmed 140g (2 cups) panko breadcrumbs 2 eggs lightly whisked	Step 1 Place each chicken fillet between 2 sheets of plastic wrap. Use a mallet or rolling pin to gently pound the thickest part of the chicken until the fillets are an even thickness. Place breadcrumbs in a dish. Step 2 Place egg in a bowl. Place flour on a plate. Season. Coat fillets in flour. Shake off excess. Coat in egg. Coat	15.50	17.50

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napoli sauce & mozzorella cheese)	2 tablespoons plain flour 125ml (1/2 cup) light extra virgin olive oil 1 (about 350g) eggplant, cut into 1cm-thick slices 8 large fresh basil leaves, torn 180g ctn bocconcini, drained, thickly sliced TOMATO SAUCE 1 tablespoon extra virgin olive oil 1 brown onion finely chopped 2 garlic cloves crushed 700g bottle tomato passata	in breadcrumbs, pressing firmly to stick. Transfer to a tray. Cover. Place in the fridge for 30 minutes to set. Step 3 Meanwhile, heat 2 tablespoons oil in a frying pan over medium-high heat. Add a third of the eggplant. Cook for 2-3 minutes each side until golden. Drain on paper towel. Repeat in 2 batches, adding a little extra oil as needed. Step 4 For the sauce, heat oil in a frying pan over medium heat. Add onion. Cook, stirring, for 5 minutes or until soft. Stir in garlic for 1-2 minutes or until aromatic. Add passata. Cook, stirring, for 15 minutes or until thickened.
Vanilla Bean Panna Cotta Served with orange toffee sauce	Panna cotta with orange toffee sauce 2 1/2 teaspoon powdered gelatine 3/4 cup (180ml) milk 600 millilitre cream 2/3 cup (150g) caster sugar 1 vanilla bean Orange toffee sauce	1 Lightly oil six ²/³-cup (160ml) dishes. Sprinkle gelatine over ¼ cup (60ml) of the milk. Combine remaining milk, cream and sugar in medium saucepan. Split vanilla bean scrape out seeds. Add seeds and bean to cream mixture. Stir mixture over low heat, without boiling, until sugar dissolves, bring almost to a boil (surface of mixture should just quiver, not bubble). Remove from heat, stand, covered, 10 minutes. 2 Return cream mixture to heat until quite hot, but not boiling. Remove from heat. Stir in gelatine mixture, strain into jug. Pour cream mixture into prepared dishes, cool. Cover refrigerate 3 hours or until	11.99	15.00

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2/3 cup (150g) caster sugar 1/4 cup (60ml) water 1/2 cup (125ml) orange juice	set. (Can be made 2 days ahead to this stage). 3 Just before serving, turn panna cotta onto serving plates, serve with orange toffee sauce. Top with sliced strawberries, if desired. 4 Make orange toffee sauce combine sugar and the water in small heavy-based saucepan, stir over low heat, without boiling, until sugar dissolves. Brush any sugar crystals from side of pan with wet pastry brush. Boil, uncovered, without stirring, about 10 minutes or until sugar syrup is golden brown, remove from heat. Stir in juice, taking care as it will splutter fiercely. Stir over low heat, without boiling, until toffee dissolves. Cool to room temperature.
Tiramisu With mixed berries & cream	20 lady fingers 1 package (soft) 1 1/2 cups heavy cream. 8 ounces mascarpone cheese. 1 cup white sugar divided. 1 teaspoon vanilla. 5 tablespoons Chambord raspberry liqueur, divided. 2/3 cup strawberry jam or jelly. 1 1/2 cups sliced strawberries.	Fill the bottom of a 9×9 baking dish with the lady fingers (I made 10 on the bottom). Beat the heavy cream for 3-4 minutes, until soft peaks form. Then beat in the mascarpone cheese, 1/2 cup of sugar, vanilla, and 2 tablespoons of Chambord. Combine fully and then set mixture aside. In a separate bowl, stir together the strawberry jam/jelly and the rest of the Chambord. In a third bowl, combine all of the berries with 1/2 cup of sugar. The fruit should be fully covered in sugar and begin to macerate. Now to assemble the tiramisu: place a layer of half of the cream mixture on top of the lady fingers, then half of the jam mixture, and half of the berries. Then place another layer of lady finger, cream, jam, and finally top with the rest of the berries.	12.99	15.99

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Cover the strawberry tiramisu and refrigerate for at least 4 hours.
Sticky Date Pudding With butterscotch sauce & ice cream	60 g butter softened 3/4 cup caster sugar 2 eggs 1 1/4 cups dates chopped 1 cup boiling water 1 tsp bicarbonate of soda 1 1/2 cups self rising flour 1/8 tsp vanilla essence SAUCE 1/4 cup golden syrup 125 g butter 1 cup brown sugar 1 cup thick cream	Mix the dates and bicarbonate soda in a bowl. Pour over the boiling water and leave to stand for 30 minutes. Cream the butter and the sugar. Add the eggs one at a time and beat well. Fold in sifted flour and stir in date mixture and vanilla. Pour into a greased, rectangular, ovenproof dish. Cook for 30-40 minutes at 170C or until firm when touched in the centre. Sauce: Melt the butter, sugar and golden syrup. Stir until dissolved. Remove from the heat and stir in the cream. Cut the pudding into squares and serve with the sauce, cream and/or ice-cream.	11.50	13.50