Task Five Menu Instructions · A one (1) page menu is adequate it is more important you follow the directions and the style guide. (LONG) Please type the menu from task four. Five Entrees, Five Mains,...

ASSESSMENT TASKS
    Qualification:
    SIT30616 Certificate III in Hospitality
    Cluster number and name:
    HC3 3.1 Provide advice on food
    Units of competency:
    SITHFAB016 Provide advice on food
BSBITU306 Design and develop business documents
    Student’s ID:
    48527 Calvindoro
    Assessor’s name:
    Andre Brun
ASSESSMENT INSTRUCTIONS
Overview
Prior to commencing the assessments your assessor will explain each task and the terms and submission of your task. Please consult your assessor if you are unsure of any questions. It is important that you understand adhere to the terms and conditions and address each task. The assessor will support you throughout this process.
Written work
The assessment tasks are used to measure your understanding and underpinning skills and knowledge of this unit of competency. When answering please ensure you address each criteria and sub point, demonstrate your research of each of the questions and cover the topic in a logical and structured manner.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all tasks on time. If you do not participate you will be required to report to Student Services Coordinator.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a student’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a student can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another student
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the Internet
If it is identified that you have plagiarised within your assessment task, then we will organise a meeting to discuss this with you.
Copyright
You must be careful when copying the work of others. The owner of the material may take legal action against you if the owner's copyright has been infringed. You are allowed to do a certain amount of copying for research or study purposes. Generally, 10% or one chapter of a book is acceptable, where the participant is studying with, or employed by, an educational institution.
Competency Outcomes
Each activity in this assessment tasks will be marked as either Satisfactory or Not Satisfactory.
If your work is marked as Not Satisfactory you will be provided with feedback from your assessor and then given time to complete the task. Your assessor will provide you with a timeline in which you will be required to submit your task. Resubmission timeline will be determined by the assessor and based on the extent of the re-submission.
When you have completed all tasks in this document you will be granted an overall competency outcome, which will be either Competent or Not Yet Competent.
If your work is marked as Not Yet Competent you will be asked to resubmit the assessment tasks as indicated by your assessor. You will not be able to gain competency if any of your tasks are not fully completed.
Assessment Appeals Process
If you are dissatisfied with the outcome of one of the assessment tasks or the final outcome of the assessment task because you feel that the result is unfair or incorrect, you may request to have the task/s or overall assessment task reviewed. If you are still dissatisfied with the outcome, you may lodge a formal assessment appeal. Refer to SBTA’s Complaints/Appeals Policy and Procedure.
Student Declaration
I declare that:
· I am submitting work in this assignment that is my own, except where acknowledgement/s of sources are made.
· I have not copied in part, or in whole, or otherwise plagiarised the work of others.
· I declare that the material does not infringe the intellectual property/copyright of a third party and I understand that the evidence
may undergo electronic detection and used to make comparisons with other evidence submitted by current or previous students.
· The Units of Competence, Elements and Performance Criteria which I studied during the course were explained and
I was provided with adequate resources which enable me to complete this assessment.
· The assessment tasks, assessment criteria and assessment due date(s) for this course were explained.
· I was advised and I am aware of The Academy’s Policies including the Assessment Policy and the Assessment Appeals Process.
· I was given assistance from the trainer and/or other Academy staff during the study of this course when it was requested.
· I understand that my feedback will be used for reporting purposes and continuous improvement.
· I acknowledge that my personal and outcomes details shall remain confidential and will only be used for official reporting purposes.
· I understand that by uploading my completed assessment tasks I acknowledge that I agree with all above points.
Application of unit: SITHFAB016 Provide advice on food
This unit describes the performance outcomes, skills and knowledge required to provide accurate information and advice on different menu options. It requires the ability to evaluate organisational menu items, provide advice to customers on their menu selection, contribute to menu design, and continuously extend personal product knowledge of food and cuisines.
The unit applies to hospitality organisations that serve food, including hotels, restaurants, cafes, wineries, fine food outlets and clubs.
It applies to food and beverage attendants who operate with some level of independence and under limited supervision to provide advice to others about menu selection.
Application of the unit: BSBITU306 Design and develop business documents
This unit describes the skills and knowledge required to design and produce various business documents and publications. It includes selecting and using a range of functions on a variety of computer applications.
It applies to individuals who possess fundamental skills in computer operations and keyboarding. They may exercise discretion and judgement using appropriate theoretical knowledge of document design and production to provide technical advice and support to a team.
ASSESSMENT TASK 1: KNOWLEDGE QUESTIONS
Assessment type
Knowledge questions
Assessment task description
· This is the written assessment task and you have to successfully complete all questions to be deemed competent in these two units of competency
· You must respond to all questions and activities independently and submit it to your Trainer/Assessor.
· You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
· You will receive your feedback within two weeks, you will be notified byyour Trainer/Assessor when results are available.
· Where your answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed for this task.
Applicable conditions:
· This assessment task is untimed and will be conducted as open book tests (this means student can refer to textbooks during the test).
· Student must read and respond to all questions.
· Student must complete the task independently.
· No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
· Trainer /Assessor must assess student’s written skills and knowledge as he/she complete this assessment task.
· The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her own work.
Location
· Level 2, 401 Sussex Street, Sydney, NSW 2000
Purpose of assessment
· The purpose of this assessment task is to assess that the student hold required knowledge of the following points from these units of competency.
Assessment conditions, resources and equipment
Assessment will be conducted in a safe simulated environment where evidence gathered will demonstrate consistent performance of typical activities experienced in the industry capability. Students will have access to the following:
· Computer, Internet, MS Word
· Student Portal and Acccess to you’re assessor via student portal
· Learner Guide, PowerPoint
· Policies and procedures
· Simulated scenarios
· Excursions (as organised by trainer and assessor if suitable)
Benchmark for Assessment
· You are expected to respond to all aspects of each question and case study. In some cases, direction is provided on the expected length of your response. These assessments will require a Short, Medium or Long response.
· The following is a guide to the expected number of words for each of these categories unless otherwise indicated.
    Short
    30+ words
    Medium
    150+ words
    Long
    250+ words
Information to students;
This task will allow you to demonstrate your knowledge and understanding of how toprovide advice on food and how to design and develop business documentation. You will be using your knowledge of these units of competency todevelop menus in following assessment tasks. You can research using the internet or your learner guide.
Questions:
Read all the questions below and provide answers to each question.
1.1. You will then be required to research the food type and list the characteristics for each of the bullet points listed. (SHORT for each)
Choose one of your favourite foods within the group or that you would like to know more about.The class will then discuss the table and you will be able to complete the other food groups as they are discussed.
    Major Food Types
(choose one per table below)
    Characteristics
(select one of each and provide notes to address each point below)
    Fruits and vegetables
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Appetisers
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Cheeses
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Dishes from several major cuisines
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    International food
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Modern Australian
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Meat, fish and seafood
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
    
    Salads
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Sauces and accompaniments
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Soups
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Special diets for health or cultural reasonse.g. Halal
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
    Sweets and desserts
· ingredients
· major suppliers
· methods of preparation, cooking, production, presentation and service styles
· origins and cultural background and issues
· suitability for different customers
· typical or suitable accompaniments and garnishes
    
1.2. Research and explain past, current and emerging trends in the Australian food industry and complete the table below the first one has been completed for you as an example. (MEDIUM)
Learner Guide p18 + Internet
    Australian Food Industry
    Past trends
    Current Trends
    Emerging Trends
    Example
Contemporary eating habits
    Simple wholesome Anglo Australian foods and meals, home cooking,
    Diverse range of cuisines, eating out, simple home cooking embracing Asian styles.
    Healthy eating, eating on the run such as smoothies and shakes, healthy home delivered options, less processed foods, embracing diversity of cuisines and indigenous foods
    Menus and specials
    Cheesy mash topped meatloaf
    Seared hirasama king fish
    Duck breast dry aged, roasted radicchio, pomegranate& orange jus
    Typical food and wine
    Scotch eggs, steaks, roast chicken, blue nun reisling
    Grilled chicken burrito, pizza, fish and chips
    Bass Philip premium Pinot Noir , Australia
    Cultural and ethnic influences
    British style food from colonial settlers
    Asian fusion style dishes
    Health style food, Superfoods, sustainable food
    Major events, festivals and promotional activities
    Good Food Month - Sydney
    Lovedale Long Lunch – Hunter Valley, New South Wales
     Food pro 2021 for sustainability food produce
    Media influence
    Old style cookery books
    Cookery shows on TV such as Masterchef
    Use of influencers in food styles
    Seasonal and popular influences
    Roasted chestnuts
    Spring Grapefruit, lemons, oranges
    Asian style fruits such as dragon fruit, lychee, rambutan
1.3. Define the term “Sensory Evaluation Techniques” to evaluate the menu items. (SHORT)
    PPT Slide 9
The term Sensory evaluation techniques may include the following items:
Smell or nose appraisal
Taste tests
Visual inspection of presentation
1.4. Provide the meaning for the following terms. (MEDIUM)
Learner Guide page 33
    Drug-food interactions
    This is when food interferes with medication, which can prevent it from working or cause altered/new side effects. Different drugs and foods interact differently – the medication documents that the customer has for any they are taking should highlight these.
    Food allergy
    This is when the body's immune system reacts unusually to certain foods. Reactions can range from mild to severe and occur quickly after eating the food in question. Allergies only require a small amount of the food to trigger the reaction and can sometimes be life-threatening if not treated.    
    Food intolerance
    This is when the body has difficulty digesting certain substances in food – however, no allergic reaction occurs. The reaction often takes place hours after eating the food in question and larger amounts need to be consumed to trigger the reaction. However, it is never life-threatening.
    Genetically modified foods
    This is when food has had the genes from other organisms implanted into its DNA. It can be done in both plants and other animals and it done to reproduce desired qualities across a whole gene pool. Essentially, it is man-made version of nature's selective breeding and is a time-efficient way of producing the results.
1.5. List four (4) organisational activities for which knowledge of major food types is required. (SHORT)
Learner Guide page 6
    1.
    Offer variations to menu items in response to customer preferences and dietary requirements.
    2.
    Assist customers with menu selections according to taste, price preferences and other specific needs.
    3.
    Respond courteously and correctly to customer questions on menu items.
    4.
    Provide accurate information on different menu options.
1.6. Research and explain specific dietary requirements to be considered for the groups listed in the table below. You may find information at Australian Dietary Guidelines (LONG) https://www.nhmrc.gov.au/guidelines-publications/n55
     Groups with specific dietary requirements
    athletes
    An athlete's diet should be similar to that recommended for the general public, with energy intake divided into: more than 55 per cent from carbohydrates. about 12 to 15 per cent from protein. less than 30 per cent from fat.
    health care customers
    Remain healthy with well-balanced eating and regular exercise. Eat foods that are nutrient dense rather than energy dense, including eggs, lean meats, fish, liver, low-fat dairy foods, nuts and seeds, legumes, fruit and vegetables, wholegrain breads and cereals.
    infants, children and adolescents
    Babies and toddlers need foods from all five healthy food groups – vegetables, fruit, grain foods, dairy and protein. Healthy foods have nutrients that are important for growth, development and learning. Limit salty, fatty and sugary foods, low-fibre foods, and drinks with caffeine or a lot of sugar.
    international tourists and people from specific cultural or religious groups
    all foods are considered halal, or lawful, except for pork and its by-products, animals improperly slaughtered or dead before slaughtering, animals slaughtered in the name of anyone but Allah (God), carnivorous animals, birds of prey, animals without external ears (some birds and reptiles), blood, alcohol, and foods contaminated with any of these. All seafood is halal.
    older people
    Eat a wide variety of foods from the five food groups : plenty of colourful vegetables, legumes/beans; fruit; grain (cereal) foods, mostly wholegrain and high fibre varieties; lean meats and poultry, fish, eggs, tofu, nuts and seeds; milk, yoghurt, cheese or their alternatives, mostly reduced fat.
    people from different socio economic groups or students
    Choose a diet with plenty of grain products, vegetables and fruits. Choose a diet low in fat, saturated fat, and cholesterol. Buy low-calorie and low-fat meals, snacks and deserts, low fat or skim milk and diet drinks. Choose a diet that provides enough calcium and iron to meet their growing body's requirements
1.7. List four (4) business considerations that need to be considered when providing information and advice on food. (SHORT)
Learner Guide page 35
    1.
    Health consequences
As previously discussed, the consequences of not addressing special dietary requirements can cause a range of health concerns
    2.
    Legal consequences
As well as the immediate and long-term health consequences of not addressing special dietary requirements, there can be serious legal consequences.
    3.
    Licences and Food Premise Guidelines
A business in the food sector requires food safety certifications like liquor licence and licences for food service industry.
    4.
    Cash flow forecast
Having enough cash is particularly critical in the food business as they are expenses before generating revenue. It is essential to cover those expenses through a proper cash flow.
1.8. Explain Four (4) formal and/or informal methods of updating your knowledge on food. (SHORT to MEDIUM)
Learner Guide p 16
When obtaining knowledge about food, you need to ensure that the information comes from reputable sources and that you can identify which ones to use regarding specific knowledge requirements.
Sources of information may include:
    1.
    Chefs, cooks and other food service personnel
    2.
    General and trade media, including print and electronic
    3.
    Trade shows and exhibitions.
    4.
    Food and cooking demonstrations
1.9. Discuss the key health and legal consequences of failing to address special dietary requirements for customers. (MEDIUM)
    Learner Guide p 32
If the customer identifies they have a special dietary requirement, you should provide them with the appropriate information and advice on the items on the menu as to which foods are suitable and which are not.
If you fail to do this, you are breaching your duty of care requirements and it can result in serious health difficulties for the customer and legal ramifications for yourself and the food establishment.
Therefore, you need to know the details of ingredients in dishes, the flexibility of them (to be altered) and the sourcing of the food (for religious requirements).
1.10. Prior to designing and developing a business document you must select and use appropriate technology and software applications. (LONG)
a. To demonstrate that you understand what a business document is, list four (4) examples of business documents below.
Learner...