Unit Requirements - Australia Assignments

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
Unit Requirements
What is the purpose of this document?
The Unit Requirements is a document that contains information related to the unit of competency for the
student and trainer/assessor.
The document is developed to enable students, trainers/assessors and training organisation
administration staff to understand the requirements of this unit of competency.
Administration Evaluation Form
This document was designed after thorough industry consultations. However, staff should evaluate the
document on an ongoing basis and make any necessary customisations to meet the requirements of their
training organisation.
Links to other unit documents

	The Assessor Pack is a benchmarking document that defines the skills and knowledge required for the students to demonstrate competency in a unit of competency. This document outlines the

evidence criteria used to judge the quality of performance (i.e. the assessment decision-making
rules). The Assessor Pack is used by Trainers/Assessors.

	The Student Pack is a document which students complete to demonstrate their competence. 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 comprehensive mapping to the training package


requirements. The Unit Mapping is used for validation.
Document Usage
CAQA Resources
https://caqaresources.com.au/
Unit Requirements © 2022 CAQA Resources, CAQA and RTO Training Resources
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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
1. 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

2. Unit purpose/application

This unit describes the performance outcomes, skills and knowledge required to design profitable
menus for all types of cuisines and food service styles. It requires the ability to identify target
markets for the organisation, design menus to meet market preferences, price menu items and to
monitor and evaluate the success of menu performance.
The unit applies to hospitality and catering organisations and to those people who operate
independently and are responsible for making a range of operational and strategic decisions. This
includes senior catering managers, and sous, head and executive chefs.
The skills in this unit must be applied in accordance with Commonwealth and State or Territory
legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.

3. What the student can expect to learn by studying this unit of
competency

The Key Outcomes are:
 Evaluate market trends and identify target markets.
 Develop menus.
 Cost menus for profitability.
 Write menu content.
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in
the context of the job role, and:
 source and evaluate information on current and emerging food service trends, customer
preferences and target markets and use to inform menu design outlined below
 develop and cost one menu from each of the following menu types based on the above
information:
o à la carte

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

o buffet
o degustation
o table d’hôte
 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.
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria
of this unit:
 techniques for sourcing information on food service trends and market preferences
 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
 sources of information on:
o market statistics
o customer profiles and preferences
 products, service styles and quality expectations that meet market requirements
 financial operating costs for hospitality and catering organisations, including:
o consumables
o food and ingredients
o labour
o wastage
 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
 different types and styles of:
o menus
o food outlets
o food service
 influence of seasonal products and commodities on menu content and price
 naming conventions and culinary terms for a variety of cuisines
 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
 methods to gain feedback on menu performance:
o qualitative:
 social media
 customer surveys

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

 customer discussions
 staff discussions and meetings
o quantitative:
 sales data
 methods of analysing sales mix and profit performance of menu items:
o menu engineering analysis
o sales data.

4. Unit Pre-requisite and Co-requisite

N/A

5. AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of the AQF level and the AQF
level criteria. For more information, please visit http://www.aqf.edu.au/

6. Foundation Skills

The Foundation Skills describe the required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation
skills essential to performance are explicit in the performance criteria of this unit of competency.

7. Unit Outcome

 This unit is not graded, and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
 Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS)
result for each assessment task (AT).
 The final unit result will be recorded as Competency achieved/Competent (C) or Competency
not yet achieved/Not yet competent (NYC).

8. Other important unit specific information

N/A

9. Competency-based training(CBT)

You will need to demonstrate competence and complete all assessment tasks satisfactorily.

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

What does this mean?
Competency means the ability to perform tasks and duties to the standard expected in employment.
Competence involves the application of specific skills, knowledge and attitudes towards work
performance in an industry, industry sector or an enterprise. Competence is seldom achieved in a
one-off demonstration. It has to be developed holistically, bringing together a range of skills and
knowledge and in a real or simulated workplace over time.
In order to achieve competence, you must prove that you can perform a given task according to the
standard set in an endorsed unit of competency.
Competency-based training (CBT) is a style of education that focuses on what you can achieve in the
workplace after completing a course, or because of your workplace training and experience.

10. Context and conditions of assessment

Learner cohort	Tick the correct box: Domestic student ☐ International student☐
Delivery mode	Tick the correct box: Classroom ☐ Blended ☐On-the-job☐
Training and assessment resources required to complete this unit of competency	You will have access to the following: • Learner guide • PowerPoint presentation • Student Unit Tool (UST) • Access to other learning materials such as textbooks The resources required for these assessment tasks also include:  Access to a computer, the Internet and word-processing system such as MS Word  An operational business environment to implement the learning plan  Computer technology and documentation as required  Codes of practice and standards issued by government regulators or industry groups Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. For a full list of training and assessment resources required for this unit, please refer to the Unit Training and Assessment Resources List in the Unit Requirements Tool (URT)
Assessment duration and/or due dates	Your trainer/assessor will provide you with the due dates and submission procedure at the commencement of this unit.

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

Assessment tools and methods are designed to provide evidence that you have the required skills and
knowledge to achieve competency in this unit. The assessment process varies depending on your
individual circumstances.
Before the assessment commences, your trainer/assessor will:
• Make sure that you know the time, date and location of the assessment;
• Explain each of the assessment tasks;
• Provide any reasonable adjustments that you may require; and
• Organise and arrange all the required resources you need to demonstrate competency.
After the assessment is completed, your trainer/assessor will:
• Communicate the results and feedback for future performance;
• Record the assessment outcome and complete the assessment documentation; and
• Acknowledge the assessment task outcomes and provide feedback and sign and date the
assessment documentation.

12. Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment ensure that assessments must be valid, reliable, flexible, fair and
consistent. The rules of evidence state that evidence must be valid, sufficient, current and authentic.
Principles of Assessment
Validity:
 Each assessment task has been mapped to the unit of competency requirements.
 Refer to the ‘Unit Mapping’ document for more information.
 Assessment tasks are varied and are required to be completed over a period of time and, where
required, on a number of occasions.
 Practical observations provide opportunities for students to demonstrate both knowledge and
skills.
 Assessment of knowledge and skills is integrated with their practical application;
 Assessment to be based on evidence that demonstrates that a learner can demonstrate these
skills and knowledge in other similar situations.
Reliability:
 Reliability refers to the degree of consistency and accuracy of the assessment outcomes. That
is, the extent to which the assessment will provide similar outcomes for students with equal
competence at different times or places, regardless of the Assessor conducting the assessment.
 Trainer Tool provides benchmark performance checklists and answers for each assessment task
to ensure accuracy and consistency in the assessment decision-making process.
Flexibility:
 All students should be fully informed of the purpose of assessment, the assessment criteria,
methods and tools used, and the context and timing of the assessment.

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

 A range of assessment methods is provided that are relevant to the unit’s context.
 Assessment methods are appropriate to the context, the unit of competency and associated
assessment requirements, and the individual.
Fairness:
 Students are required to declare reasonable adjustments if they have any special needs or
considerations that may affect their ability to complete the assessments.
 Any reasonable adjustments that are required to be made to these assessment tasks must be
recorded in the reasonable adjustment strategies matrix section, in the unit pre-assessment
checklist for the relevant task.
 An assessment should not place unnecessary demands on students that may prevent a student
from demonstrating competence (for example, an assessment should not demand a higher level
of English language or literacy than that which is required to perform to the workplace standard
outlined in the competencies being assessed).
 The Training Organisation informs the learner about the assessment process and provides the
learner with the opportunity to challenge the result of the assessment and be reassessed if
necessary.
 Students are provided with information about the appeals process in their Student Handbook.
Rules of Evidence
Validity:
 The Trainer Pack provides a set of benchmark performance responses/checklists/answers for
each assessment task.
 There is a clear relationship between the evidence requirements of the unit of competency and
the evidence on which the assessment judgment is made.
 Assessors are to record assessment outcomes for each task in the Student Pack Assessment
Result Sheet (ARS).
 Assessor observations require the Assessor to watch and observe the student complete specific
workplace-related activities in which they can demonstrate the skills and knowledge required.
Sufficiency:
 The Unit Mapping demonstrates how assessment tasks align with unit of competency
requirements.
 Some units may require the student to demonstrate assessment over a period of time and more
than once. These requirements will be made clear in the relevant assessment task.
 All dimensions of competency are addressed.
 Competency in different contexts is demonstrated.
 The Assessor is assured that the quality, quantity and relevance of the assessment evidence
enables a judgment to be made of a learner’s competency.
Currency:
 Evidence for each assessment task must demonstrate the student’s current knowledge and
skills.
 Workplace-based related tasks will allow the student to draw from current workplace conditions
and experiences, and students will be able to use technology, tools and equipment specific to
their workplace.
 The Assessor is assured that the assessment evidence demonstrates current competency. This
requires the assessment evidence to be from the present or the very recent past.
Authenticity:
 Students are required to sign the declaration in theAssessment Result Sheet, indicating that the
work they have submitted for assessment is their own.
 The Assessor is assured that the evidence presented for assessment is the student’s own work.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
13. Appeals and reassessment

Make sure you know your rights and the Complaints and Appeals processes as outlined in your Training
Organisation’s policies and procedures. If you disagree with the assessment outcome, you can appeal
the assessment outcome, and either re-submit additional evidence, undertake gap training and/or have
your submission re-assessed according to the guidelines and policy framework of your Training
Organisation. Your assessor should discuss this process with you before the assessment commences.

14. Administration, recording and reporting requirements

The Training Organisation may 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). The Training Organisation must securely retain – and
produce in full if required at audit – all completed student assessment items for each student on which
the judgement of competence for the student was made according to the regulatory requirements and
applicable guidelines. This includes retaining the actual piece(s) of work completed by students where
possible. Any queries related to the administration, recording and reporting requirements you might
have should be discussed with your assessor in the first instance.

15. Learner characteristics

The Student Pack and relevant documents are suitable for:
 Language, literacy and numeracy requirements as described in the Training Organisations
marketing material (including website) and student handbook.
 Students who wish to study at AQF level 5
 There are no specific characteristics identified that may impact performance in the assessment
of this unit.
 No licensing, legislative, regulatory or certification requirements apply to this unit.
 Students who complete the Student Pack in the workplace must complete any required
workplace documentation.

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
16. Unit Training and Assessment Resources List

The following training and assessment resources are required to be able to successfully complete the
assessment tasks in the Student Pack:
 Access to a computer, the Internet and word-processing system such as MS Word
 An operational business environment to implement the learning plan
 Computer technology and documentation as required
 Codes of practice and standards issued by government regulators or industry groups
Simulated assessment environments must simulate the real-life working environment where these
skills and knowledge would be performed, with all the relevant equipment and resources of that working
environment.

17. Submission instructions

Trainer/assessor must confirm the assessment submission details for each assessment task.

18. Relevant Legislation and Regulatory Guidelines

Federal:
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Work Health and Safety Act 2011
 The Privacy Act 1988 (Privacy Act) and the Australian Privacy Principles (APPs)
 Add any other applicable relevant legislation and guidelines

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Version Number: v1 Unit Code: SITHKOP015
Duke College (DC) CRICOS ID: 02564C RTO ID: 90681
19. Academic integrity, plagiarism and collusion

Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing yourown insights, knowledge and ideas.
As a student, youare required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work
Plagiarism
Plagiarism means to take and use another person’s ideas and or manner of expressing them and of
passing them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, Training Organisation staff, other students, and from published and
unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which
includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or web
page
• Reproducing lecture notes without proper acknowledgement
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another Training Organisation student or with individuals or students external
to the Training Organisation. This applies to work assessed by any educational and training body in
Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without Training Organisation approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work, please refer to the Training Organisation’s policy on academic
integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion, as outlined in the Training Organisation’s policy.
Proven involvement in plagiarism or collusion may be recorded on the student’s academic file and could
lead to disciplinary action.

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

• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• You will be provided with one more attempt to complete this Student Unit Tool (SUT) if the
trainer/assessor has deemed you not yet satisfactory (NS) in any of the assessment tasks.
• The Pre-Assessment Checklist will be reviewed by the trainer/assessor to ensure youare ready
forassessment.
• Feedback regarding this Student Pack can be emailed to the Compliance and Quality
Assurance Department/Administration Department in your Training Organisation for
continuous improvement of our assessment and student resources.

21. Feedback to student

Feedback on your assessment performance is a vital element to your learning. Its purpose is to justify
to you how your competency has been assessed, as well as to identify and reward specific qualities in
your work, to recommend aspects needing improvement, and to guide you on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Assessment Method
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate student’s learning
needs
• Be a pivotal feature of the learning and assessment design
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
Feedback should not provide short/one-word comments, such as “Fantastic” or “Great work!”.
Feedback needs to be:
• Constructive – highlighting the strengths and weaknesses of a given piece of work, it should
set out ways in which the student can improve the work.
• Timely – should be given while the assessed work is still fresh in a student’s mind before the
student moves on to subsequent tasks.
• Meaningful- should target individual needs, be linked to specific assessment criteria, and be
received by a student in time to benefit subsequent work.
If students have not received proper feedback, they can speak to the Compliance or Administration
Department responsible for looking after the quality and compliance services of the Training
Organisation
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
22. How your trainer/assessor will assess your work

 This assessment task requires you to complete the task in full.
 Answers must demonstrate the student’s understanding, knowledge and skills of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent
(C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Student Pack– Cover Sheet.