PREP 4

KII4020 Prep 6 Assessment 1

KINGSFORD
KII4020 INTERNATIONAL
INSTITUTE

PREP 6
ASSESSMENT 1
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KII4020 Prep 6 Assessment 1

Instructions to Learner
Welcome to KII4020 Prep 6! This KII unit covers the following unit/s of competency.

COMPETENCY DEMONSTRATION

This Assessment Task covers the following unit of competency:

KII subject code KII4020 KII subject name Prep 6

Units of competency SITHKOP005 Unit Title Coordinate Cooking operations

code:
SITHCCC018 Prepare food to meet special dietary
requirements
This unit describes the performance outcomes, skills and knowledge required to coordinate the production of
food in commercial kitchens. It requires the ability to plan the production of food, organise required food
supplies for food production period, supervise food production processes and monitor the quality of kitchen
outputs.

This unit also describes the performance outcomes, skills and knowledge required to coordinate the
production of food in commercial kitchens. It requires the ability to plan the production of food, organise
required food supplies for food production period, supervise food production processes and monitor the
quality of kitchen outputs.

Food production can be for any type of cuisine and food service style. It covers Asian cookery, patisserie
products and bulk-cooked foods.

The unit applies to hospitality and catering organisations, including hotels, restaurants, clubs, educational
institutions, health establishments, defence forces, cafeterias, residential caterers, in flight and other transport
caterers, event and function caterers.

It applies to those people who operate independently or with limited guidance from others including senior
chefs and catering managers.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of
publication.

Prerequisite units: SITFSA001 USE HYGIENIC PRACTICES FOR FOOD SAFETY

Visit the following website for more information about the units of competency:

https://training.gov.au/Training/Details/SITHKOP005

https://training.gov.au/Training/Details/SITHCCC018

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KII4020 Prep 6 Assessment 1

Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions
relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any
questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment
task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of
competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name in the provided cover page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the
assessment tasks on time.

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 learner’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 learner 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 learner

 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, then a meeting will be organised to discuss this with
you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of
unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in
plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or
copying from other learners is not permitted and will result in a “NS” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not
be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome
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KII4020 Prep 6 Assessment 1

There are two outcomes of assessments: S = Satisfactory and NYS = Not Yet Satisfactory

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or
“Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and “will” be given
another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required
to re-enrol in the unit of competency.

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine
competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain
this right at any time, including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance
with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party
including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to
provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such
information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or
the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your
trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to
lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. For more information please
refer to our policy and procedures by visiting www.kii.edu.au/documents or login to your LMS account by clicking the link :
https://www.kiionline.edu.au/course/view.php?id=59 .

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible.
This will enable the trainer/assessor to address the identified needs immediately

Assessment requirements

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge
and performance requirements of the unit of competency.

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KII4020 Prep 6 Assessment 1

To demonstrate competence in this unit you must undertake all activities/questions in this Assessment and have them
deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed
competent in this unit.

Should you still be deemed Not Yet Competent, you may have the opportunity to resubmit your assessments or appeal the
result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction
(orientation). For more information refer to our assessment policies by visiting www.kii.edu.au/documents or login to your
LMS account (www.kiionline.edu.au )

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your
options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your
trainer/assessor.

ASSESSMENT COVERSHEET
Unit: KII4020
Course Name: Prep 6
Assessment Tool: Assessment 1

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Student must fill this section:

Student Name:
Student ID:
“I give my permission for my assessment material to be used in the auditing, assessment
Privacy Release Clause:
validation & moderation Process”
“I declare that:
 The material I have submitted is my own work;
 I have kept a copy of all relevant notes and reference material that I used in the
Authenticity Declaration:
production of my work;
 I have given references for all sources of information that are not my own,
including the words, ideas and images of others.”

Student Signature: Date: 21/05/2023

Assessment Completion Status

Attempt Satisfactory Non-Satisfactory Date Assessor’s Signature

Initial attempt  

2nd attempt/Re-assessment
 

Feedback to student:

Information for Student:

 All work is to be entirely of the Student.

General Information for this assessment:
 Read the instructions for each question very carefully.
 Be sure to PRINT your FULL name & LAST name in every place that is provided.
 Short questions must be answered in the spaces provided or follow the word limits as instructed.
 For those activities requesting extra evidence such as: research reports, ESSAY reports, etc. The student must attach its own work
formatted in double space, Arial 12 pts.
 All assessment tasks must be addressed correctly in order to obtain a competence for the unit of competency.
 If the Student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.
 All assessments must be submitted online. Login to www.kiionline.edu.au and follow the subject link to submit your assessments.
Note that the hard copy of the assessments will not be accepted.
Re-assessment of Result& Academic Appeal procedures:

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If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of
appeal to the Operations Manager. This should be submitted after completion of the subject and within fourteen days of commencement of the
new term.
Re-assessment Process:
 An appeal in writing is made to the Operations Manager providing reasons for re-assessment /appeal.
 Operations Manager will delegate another faculty member to review the assessment.
 The student will be advised of the review result done by another assessor.
 If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer
in charge and the Operations Manager OR if need be an external assessor.
 The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be
deemed to be final.
 If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation
option with nominated mediation agency.
 Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.  
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment.
These principles require assessment to be reliable, fair, practical and valid.
Academic Appeals
 If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling
protocol.
 To appeal a decision, the person is required to complete the KII- Request for Appeal of a Decision form with all other supporting
documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student
Support Officer either in hard copy or electronically via the following contact details:
Student Support Officer, Kingsford International Institute (KII), Level 6, 128-136 Chalmers St, Surry Hills, NSW 2010, Email:
admin@kii.edu.au
 The notice of appeal should be in writing addressed to the Operations Manager and submitted within seven days of notification of
the outcome of the re-evaluation process.
 If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
 In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a
deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical
certificate.
 The decision of Operations Manager will be final.
 Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint /
grievance policy.

“I understand all the above rules and guidelines for the assessment”

21/05/2023

Full Name Signature Date (dd/mm/yyyy)

Pre-assessment Checklist
Your assessor will go through the assessment for this unit. It is important that you understand this assessment
before taking on the questions and tasks. To confirm that you have been given this overview, we ask you to
complete the following Pre-Assessment Checklist.

You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your
understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the
‘Comments’ column.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your
Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.

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Pre – assessment Checklist Comments

Y N I, the student, understand the purpose of the assessment.

I understand when and where the assessment will occur, who will assess and
Y N
in what format the assessment will be submitted.as

Y N I understand the methods of assessment.

Y N I understand what resources are required to complete this assessment.

Y N I understand the performance level required for each assessment event.

I understand that it must be my own work. I have been explained and

Y N
understand the serious consequences in case this work is found plagiarised.

Y N I understand the process if I am deemed not yet competent.

Y N I understand the feedback process and the appeals process.

The assessor has discussed with me if I have any special needs and if so
Y N
what arrangements have been made.

Student Student Student Date

Full ID Signature (dd/mm/yyyy)
Name

20220109 21/05/2023

STUDENT INSTRUCTIONS
 Complete the readiness for assessment workbook before commencing this assessment
 There are two sections of this assessment, Part A and Part B. You must complete both sections and
respond to each question of these sections
 This assessment may consist of a number of tasks based on a simulated or real environment
 You may ask your assessor questions to clarify requirements of the tasks if required. However, your
assessor will not be able to show you how to complete the task
 You must receive a satisfactory result for each part of this assessment to be successful in this task
 You must not separate this document. Attachments must be as per the assessment submission
instructions
 Ensure you complete the task record sheet at the end of this assessment
 Return your assessment by the date set by your assessor and your training plan
 Do not plagiarise. Plagiarism is considered cheating. Please refer below for our policy in regards to
cheating
 Reasonable adjustment: If you require any adjustments to accommodate a need in order to complete
this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and
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flexible approach is undertaken for this assessment. Please note that the range or nature of the
adjustment will ensure that the outcomes of the unit are not compromised.
 Feedback: Your assessor will provide feedback to you after the completion of the assessment.
 The trainer assessor will explain the appeals process if applicable or alternatively refer to your student
handbook for further details

ASSESSMENT BRIEF

Objective of the task The purpose of this task is to demonstrate your knowledge
required to coordinate the production of food in commercial
kitchens. You will need to provide information on selecting,
preparing and portioning a range of dishes functions, à la
carte, table d’hôte and work on set menus with a range of
recipes and use relevant equipment, cookery and food storage
methods. You will also need to show competency in the
following food production processes:

 bulk cooking
 cook chill for extended life
 cook chill for five-day shelf life
 cook freeze
 fresh cook.
You are required to demonstrate your knowledge required to
prepare dishes for people who have special dietary needs for
health, lifestyle or cultural reasons.

Resources  Learner Guide

 PowerPoint Slides
 Computer and MS word
 Internet
 Recipes and online presentations
You will be required to complete You must use the template provided in this assessment and
demonstrate knowledge of food production process and
knowledge required to prepare dishes for people who have
special dietary needs for health, lifestyle or cultural reasons

Time allocation Refer to your trainer

Section 1: Comprehensive details of food production processes for –

receiving, mise en place, preparing or cooking, post-cooking storage,
reconstitution, re- thermalisation and serving

1.1 Describe the following food production processes in detail.

o Re-thermalisation
o Reconstitution
Re- thermalisation
Re- thermalization is the method to safely and effectively raise the temperature of

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prepared food that is either cold or frozen. In order for food to comply with the FDA
Food Code, it must pass through the temperature risk zone (41°F to 135°F) in less than
two hours.used
Slow reheating of food prolongs the time it spends in the danger zone, which promotes
excessive bacterial development. Food should be reheated in tiny amounts for quick
warming.

Reconstitution
The procedure of rehydrating dried foods by submerging them in water or another liquid
to restore them to their former size, shape, and texture. To keep food fresh for a longer
amount of time, it is dried. When necessary, they can be reconstituted for use in
producing a variety of recipes.

1.2 What is mise en place?

A strategy used in meal planning and preparation is called "mise en place," a French phrase that meaning "set in
place." It implies that everything needed to prepare the food, including the materials and tools, should be
measured, prepared, and ready to use before you begin cooking. Ramekins are the appropriate serving vessel for
this. By prepping everything in advance, this method aims to make cooking more effective by eliminating the
need for frequent breaks.
Your plan can include instructions on how to prepare the components, such as how to dice, grate, or mince them.
Put the items in dishes or cups beforehand. What to do first? In general, you start by planning the tasks that will
take the longest.

1.3 What are the correct storage temperatures for the following food items?

 Perishable Foods
 Frozen Foods
 Hot Food
Please explain why these temperatures are important

Perishable foods should be stored at 8 degree Celsius or below that temperature.

- This temperature are important because this temperature inhibit the growth of bacteria and other
spoilage which means foods remain safe to consume.

Frozen Foods should be stored at or below -18 degree Celsius temperature.

- This temperature are important because this temperature keep food safe even while in freezing state
all bacteria does not kill and stop it from growing this is why keeping frozen food at minus 18 degree
temperature to keep safe food from bacteria.

Hood Food should be stored at or below 60 degree Celsius or Hotter

- In order to minimize the possibility of harmful levels of germs in the food you sell, you must always
make sure that food is properly cooked, cooled, chilled, or reheated. Controlling the temperature of
food is highly crucial in ensuring that it is safe to eat
1.4 List 5 environmental conditions must be considered when storing food?

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- Following are the 5 environmental condition must be considered when storing food: -
1. Temperature
2. Humidity
3. Lighting
4. Atmosphere and
5.Store raw foods below cooked foods.

Critical control points in food production where food hazards must be controlled

1.5 list and explain 3 critical control points for each component listed below

Purchasing and 1. Temperature control: -You can find out the right and safe temperature
delivery for the goods.
2. Record Keeping: - Do proper check before signing the receipt of
delivery.
3. Transfer to Storage:- Transfer the foods to the storage as soon as
possible to control the temperature.

Stock control identifying and dating food products, keeping an eye on humidity
and food
storage and temperature, and following best practices for storage

Cooking pre-inspection, good hygiene, and the use of the necessary

production or kitchen protective garments

Cooling The food needs to chill from 140 to 70 degrees Fahrenheit in 2 hours and from 70 to 40
degrees Fahrenheit in 4 hours (a total of 6 hours). The meal must be kept cold around 41
degrees Fahrenheit after adequate chilling.

Reheating Within two hours, they must be reheated to a minimum internal

temperature of 74 Celsius (165 Fahrenheit). Again, you'll see that we're
keeping track of both time and temperature. Food should only be
warmed up once, and leftovers should be thrown away.
.

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Menus and recipes for items produced in service periods

1.6 What is menu planning in food service?

The act of choosing your main course, side dishes, and desserts for each meal is known as menu planning. Knowing how
many meals to prepare and when to serve them is also necessary.
Food menu items can be prepared on time if the menu is planned in advance. It helps the chefs to set up their kitchen
workers to be most productive when preparing both the standard restaurant fare and innovative and distinctive meals. By
reducing food waste, a menu plan may also help the business save money.

1.7 What are the 3 main parts of a recipe? Briefly explain.

Following are the 3 main parts of a recipe: -

1. List of ingredients: - before making any recipe listing the ingredients are the main part of recip.
2. Amount of ingredients: - amount of ingredient is one of the important part to make a recipe which help to make good
food.
3. Preparation of Instruction: - after list and amount of ingredients preparation instruction are the important part of
making recipe which help to make a food proper way.

Indicators of quality food products

1.8 List 9 indicators of quality food products.

Following are the 9 list of indicator of quality food products: -

1. Appearance and visual appeal
2. Colour
3. Consistency
4. Moisture content
5. Mouth feel and eating properties
6. Plate presentation
7. Portion size
8. Shape
9. Taste

Section 2: Types of food service styles

2.1 Briefly describe the following food service styles?

"According to the menu" is how the French would say it. This is
how most restaurants operate, charging individually for each item
à la carte on the menu.The variety of options changes with the season.

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buffet Customers may choose which dishes to place on their plates for a
predetermined fee in this scenario. Since the food is displayed in
an open area, the idea is that people serve themselves. There is no
restriction on the amount of food you may consume or the size of
your portions

Here, there are few or no options on the menu and a set price is
paid (i.e., set meals).

set menu

table d’hôte Here, there are few or no options on the menu and a set price is
paid (i.e., set meals).

bulk cooking operations This refers to situations when food is prepared in enormous
numbers with little option, such as at a military, educational, or
aviation facility.

functions and events This is when pre-ordered food for an event is prepared by independent caterers or
caterers from a certain department of the company.

festivals They are typically provided for by on-the-go catering and include
straightforward meals like hot dogs in a truck, noodles, ice cream,
etc.

Section 3: Use of designated decorations, garnishes or sauces

3.1 What is the difference between garnishes and decorations?

The major distinction between a garnish and a decoration is that a garnish serves both a visual
and a gustatory purpose, whereas a decoration just serves a visual one. While decorations are not
edible, garnishes are generally edible. Additionally, while decorations do not improve the flavor
of the food, garnishes do.

3.2 List 5 different types of garnishes

Following are the 5 different types of garnishes

1. Fresh mint
2. Fresh Orange
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3. Fresh Lime
4. Fresh Pineapple
5. Dried Lemon

3.2 What are sauces used for, in cooking??

Sauces enhance a dish's flavour, texture, moistness, viscosity, and aesthetic appeal. They aid in
bringing a plate's many components together to form a cohesive whole.

Section 4: Types of food production systems and their characteristics for

different production methods
4.1 Describe the cook-chill for extended life and cook chill for five-day shelf life food production system in detail.
You will need to include information about relevant kitchen workflow schedules, mise en place plans and food
preparation lists.

Cooked meals with a longer shelf life have a maximum shelf life of 10 days, whereas products
with a shorter shelf life have a longer shelf life. Cooking, aseptic packing, chilling, storage, and
distribution under refrigeration are typical steps in an extended shelf life cook-chill process.

A straightforward, controlled method of advanced food preparation called Cook-Chill is intended

to increase restaurant flexibility. The process entails fully boiling the meal, followed by a quick
chilling step and controlled-temperature storage (for up to five days).

4.2 Describe the cook-freeze food production system in detail. List the steps involved in this process and briefly
describe them.

- Food is prepared and portioned, cooked, and then frozen to -20°C in a central kitchen using
this method of food preservation. Prior to being reheated for consumption, cook-freeze
preserves food for up to eight weeks.

4.3 List three features of the ‘fresh cook’ food production process

1. Typically, food is made on-site.

2. On-site quality control is possible for both components and results.

3. Since prepared food is rarely kept for extended periods of time, less freezer and refrigerator
space is needed.

Section 5: Range of formats and content for: kitchen workflow

schedules, mise en place plans and food preparation lists.

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KII4020 Prep 6 Assessment 1

5.1 What information should be included in a kitchen workflow schedule?

1. The kind of food that will be made and served.

2. The quantity and dimensions of the servings.
3. The appropriate time to serve the food.
4. The delivery style and presentation format.
5. The place where the food service is provided, such as a restaurant or event venue.

5.2 What information should be included in a food preparation list?

1. Find the item that has to be prepared in the sheet's first column. To make things simpler,
certain pages are split by station.
2. Next, determine the prep level for the component.
3. Check storage to see whether there is any prepared food left over from the previous shift
before starting any prep work.
4. Verify that all prepared food is safe to eat and has not yet passed its expiration date.
Anything that seems wilted, wet, or otherwise unattractive should be thrown away.
5. Enter the quantity of the item on the sheet if there is prepared food that you may use.
6. Deduct the amount of prepared food from the required level.
7. You are now prepared to prepare after figuring out the balance.
8. When the job is finished, write down how much food was prepared and initial the
document.
9. Attach a food label with the date, time, and name of the cook who prepared each food item
to every food item.
10. After properly storing the prepared food (in cold storage, on the cook line, or in the salad
prep area), continue on to preparing the next item.

5.3 List and describe 4 step mise en place implementation techniques in the kitchen?
1. Prepare a strategy and have your recipe on hand.

2. Compile all of the necessary tools, utensils, and supplies.

3. Wash, chop, dice, and measure each ingredient individually.

4. Put them in suitable-sized plates, bowls, and containers so they're simple to grab.

5. Arrange your items close to your cooking area for easier access.

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PART B
Section 1 Culinary terms and trade names
1.1 What adjustments can you make to a recipe to make it gluten free?

We can use gluten free flour or yeast free flour to make gluten free recipe.

1.2 Identify 4 substitute ingredients used to produce dishes with special dietary recipes?

Following are the 4 substitute ingredients used to produce dishes with special dietary recipes
1. Meat, poultry: - we can substitute it by soya, mushroom, tofu, legumes and nuts contain
protein.
2. Cow’s Milk: - we can substitute cow’s milk with Almond milk, Soy milk.
3. Cheese: - Cheese can be substitute with bio cheese, Tofutti and green vie

1.3 List 3 types of flours suitable for someone on a yeast free diet?

Three types of flours suitable for someone on a yeast free diet are as follow: -

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1. Rice, rice flour, Rice pasta, rice cakes and rice cereals.
2. Corn flour
3. chicken

1.4 List 7 foods that are the most common causes for food allergy?

Following are the 7 foods that are the most common causes for the food allergy: -
1. peanuts
2. tree nuts
3. eggs
4. cow’s milk
5. wheat
6. sesame
7. shellfish

1.5 Explain the term chemical food preservatives and provide 4 examples?

Chemical food preservatives, which are frequently inexpensive components and efficient against a variety of spoilage
organisms, are commonly utilized in the food business. Compounds like sodium benzoate, benzoic acid, nitrites,
sulfites, sodium sorbate, and potassium sorbate are examples of chemical food preservatives.

1.6 Explain at least 5 common functions of food additives

Five common functions of food additives are given below:-

1. Give the food a smooth and consistent texture
2. Improve or preserve the nutrient value
3. Maintain the wholesomeness of foods
4. control the acid-base balance of foods and provide leavening
5.Provide colour and enhance flavour

Section 2 General understanding of special needs

2.2 List 4 possible examples of drug interactions with food and beverages.

1. Aces inhibitors- empty stomach – absorption is increased

2. CA2 channel- Grape Fruit juice – increase the bioavailability
3. Antibiotics – with milk product-that complex with some antibiotics and prevent their
absorption. Reduce bioavailability
4. Acetaminophen- paectine- delays its absorption and onsets.

2.2 Define the following terms.

A response between a food or drink and a medication. Medication-

Drug food interaction
condition interaction a side effect brought on by using a medicine while
suffering from a certain illness. For instance, if you have high blood
pressure, taking a nasal decongestant may result in an undesirable side

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effect.

An immunological response to food proteins is referred to as a food

allergy. This immune response might be immunoglobulin (Ig)E-mediated
Food allergy or non-IgE-mediated. Millions of people worldwide suffer from IgE-
mediated food allergies, which have a significant impact on many facets
of daily life.

When you have trouble digesting particular meals or food ingredients,

Food intolerance you have a food intolerance. Even while consuming foods you're
intolerant to can make you sick, it's typically not dangerous.

2.3 What is Kosher food?

Any food or drink that a Jew may consume according to dietary regulations is considered
kosher. A culinary style is not what it is. Kosher observance is far more intricate than that.
The basis of kosher cuisine is rules.
Each commandment, which has its roots in history and religion, is very explicit regarding the
kinds of food you may and cannot eat. If you want to label food kosher, the regulations are
also tight about how you prepare, process, and inspect it.

2.4 What is Halal? Provide 5 examples of what cannot be consumed?

Halal, which abides by Islamic law and requires that animals be butchered in a particular
manner.
Five examples of what cannot be consumed are:-
1. Bacon
2. alcohol
3.Lard
4. pepsin
5. Vanilla extracted using alcohol.

2.5 What is Hinduism and how does this impact on Hindu food?

a significant religious and cultural legacy that sprang from Vedic religion in South Asia

. Hinduism, which is seen as both a religion and a culture, involves the following customs:
1. consuming only plant-based foods (cows are sacrosanct and should not be consumed);
2. avoiding meals that are sour or spicy
3. No caffeine or alcohol.
Due to this reason Hindu food impact many way.

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Section 3: Main types, culinary characteristics and ingredients of special

diets and cultural or religious diets that are part of contemporary
Australian society

3.1 Identify 8 of the most common food intolerances (food)?

Following are the 8 of the most common food intolerances food: -\

1. Cow’s milk protein
2. fish and selfish
3. Peanuts and tree nut
4. eggs
5. wheat
6. Gluten
7. sesame
8. soy

3.2 Provide a rough outline of the 3 parts in which the macrobiotic diet is divided?
The macrobiotic diet may be loosely classified into the following categories: Wholegrain
such as brown rice, barley, oats, and buckwheat make up about 40–60% of your diet. Fruits
and vegetables make up about 20–30% of your diet. 10% to 25% = marine foods like
seaweed and bean and bean products like tofu, miso, and tempeh.

3.3 In order to avoid foods in which you may have an allergy, outline the terms used to

describe these foods on food labels?

If a product contains milk, food manufacturers are required to prominently

identify it. When reading milk labels, search for the word "milk" either in
Milk protein
parenthesis after an item in the ingredient list or in a statement below the
ingredient list. On sometimes, it will be bold.

If the product contain the eggs than food manufacture are required the label
the eggs contain clearly or in bold in any form of eggs.

Egg

Parentheses are placed after the ingredient's name. Immediately next or next
to the ingredients list in a "contains" declaration.
Gluten

If the product contain soy than food company should mention the soy right
Soy
after the ingredients in bold or clear way

Salicylates If food contain high salicylates than food manufacturing

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company must mention that in the labels

3.4 If a food is classified fat-free (or low-fat), does this mean it is healthy? Explain your

answer

Most likely not. Unfortunately, goods marked as being fat-free, reduced-fat, low-fat, or
sugar-free do not always mean that they are calorie-free, and they frequently include fillers
like salt, sugar, and chemicals that render them unhealthy.

3.5 Why are fluids important in a regular diet? Include the fluid intake levels recommended per day.

It's important to have enough water every day for a variety of reasons, including
maintaining normal body temperature, lubricating joints, preventing infections, feeding
cells with nutrition, and maintaining healthy organs. Additionally, being hydrated enhances
mood, cognition, and sleep.

3.6 Why would a customer request a gluten free meal?

The management of celiac disease symptoms and those of other gluten-related medical illnesses requires a gluten-
free diet. Even those without a medical ailment linked to gluten who follow a gluten-free diet find it to be
beneficial.

3.7 List 5 common ingredients that are high in carbohydrates.

Following are the 5 common ingredients that are high in carbohydrates: -

1. Bread
2. Beans
3. Milk
4. Popcorn
5. Potatoes

3.8 Explain a high energy diet vs low energy diet

The quantity of calories (or energy) in a given amount of food is known as energy density. High energy density
denotes a food's ability to pack a lot of calories into a small serving size. Low energy density refers to the quantity
of calories in a food that is relatively large.

3.9 You are required to match the items of column A with column B.

a) high fibre Beans, broccoli, berries, avocados, popcorn, whole grains, apple and dried fruits

b) Hindu 1. eat exclusively vegetarian meals; avoid all animal products; cows are sacrosanct
and should not be consumed.

2. avoiding meals that are sour or spicy

3. no coffee or alcohol.

c) kosher 1 Grazing animals with cloven feet are the only ones that can be consumed.

2 animals must be killed in a particular manner.

3 Milk products from kosher animals must be used 4 Milk and meat cannot be
cooked or served together

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d) lacto ovo no meat or fish, but includes eggs and dairy

e) low carbohydrate diet this diet can help to reduce the amount of sugars and starches that are consumed,
foods include natural fats, proteins, and vegetables

f) low cholesterol diet this is required for some individuals to maintain a healthy heart by reducing the
number of bad fats in the blood stream (saturated and trans fats)

g) low fat Low fat to reduce saturated and trans fats, while keeping or including to some
extent the more healthier monosaturated and polyunsaturated fats

h) low gluten Low gluten includes eliminating foods such as bread and pasta and eating foods
such as beans, lentils, millet, quinoa and buckwheat

i) low kilojoule Low gluten includes eliminating foods such as bread and pasta and eating foods
such as beans, lentils, millet, quinoa and buckwheat

j) low sugar Low sugar to reduce the amount of sugar in the diet, sugars can be a hidden
ingredient in food products

k) modified sodium or Modified sodium or potassium diets to regulate the intake of sodium and potassium
potassium

l) nutritional requirements The amount of each nutrition needed is called nutritional requirement

m) portion size Customers may wish to reduce or increase the size all some or all portions. This can
be down to weight management or personal preference

RFERENCE KII4020 GUIDE BOOK

https://www.kiionline.edu.au/pluginfile.php/21560/mod_resource/content/0/
KII4020%20Prep%206%20Learner%20Guide.pdf

3.10 list 3 types of patrons that may require food to be served with a modified texture.

Following are the three types of patrons that may require food to be served with a modified texture
1.Easy to eat; coarsely minced; chopped.

2. Cut into little pieces; moist and soft.

3. Pureed or blended.

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3.11 list at least three examples of the following.

a) Yeast free flour Rice Flour, corn flour and oat flour

b) Non-Sugar Xylitol, Sorbitol and maltitol

sweeteners

c) Gluten free flour Almond flour, buckwheat flour and sorghum flour

3.12 what can you eat on a sugar free diet?

We can eat like fruits, vegetables, beans, animal and plant proteins, dairy products and grains etc. on a sugar free
diet.

3.13 Describe the difference between type 1 and 2 diabetes

The main difference between the type 1 and type 2 diabetes is that type 1 diabetes is a genetic condition that often
shows up early in life, and type 2 is mainly lifestyle-related and develops over time. With type 1 diabetes, your
immune system is attacking and destroying the insulin-producing cells in your pancreas.

3.14 What foods can help manage diabetes?

Following foods can help manage diabetes

1. vegetables
2. fruits
3. grains
4. proteins and
5. dairy product not fat or low fat

3.15 what is the difference between vegan and vegetarian?

A vegetarian diet forgoes meat, poultry, fish, and seafood, whereas a vegan diet forgoes all meat and
animal products (including dairy, eggs, fish, and shellfish).

Section 4: Key health and legal consequences of failing to address special

requirement
4.1 Outline the key health and legal consequences of failing to address special requirements, including, allergic
reactions, Anaphylaxis, Food sensitivity or intolerance reactions.

Unlabelled allergens in food might cause bad reactions in well-meaning consumers who eat something they

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believe to be safe for them. That might result in anything from a rash that is only mildly uncomfortable to
anaphylaxis and even death.

Section 5: Mise en place requirements for special diet foods

5.1 What is involved in the mise en place for special dietary foods.

Before you begin cooking, all of your ingredients should be measured, prepared, peeled, sliced, grated, etc. This is
known as "mise en place" in French. The pans are ready. Equipment, tools, and mixing bowls are laid out.

Section 6: Basic principles and practices of nutrition

6.1 What food groups are the primary sources of each of the following nutrients?

Proteins Lean meat and poultry, fish , eggs, milk, yoghurt

Carbohydrates Vegetables, fruits, whole grains, milk, and milk produts

Vitamins Citrus fruits, red and green peppers, potatoes, berries and green leafy vegetables

Minerals
Meat, cereals, fish, milk and dairy products, fruits and vegetables and nuts

6.2 List at least 5 influences that contribute to food and beverage choices and selection for individuals?

1. taste preference
2. personal and social factors
3. employment status
4. acculturation
5. Access to personal transportation.

6.3 What is food labelling?

Food labels include details on the nature and composition of the food as well as instructions on how to handle,
prepare, and eat it safely.

6.4 Explain the role of using the food additives and preservatives outlined below?

Anti-caking Anti-caking agents are anhydrous substances that are added sparingly to dry foods to keep
agents the product dry and free-flowing and stop the particles from sticking together. Anti-caking
chemicals work by absorbing extra moisture or by covering particles with a water-repellent
coating.

Mineral salts The skeleton and soft tissues' structural and regulatory processes, such as neuromuscular
transmission, blood coagulation, oxygen transport, and enzyme activity, are all regulated by
mineral salts.

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Artificial Artificial sweeteners may provide some people with a temporary solution to reduce their
sweeteners sugar intake and achieve weight loss or weight management. For healthy individuals, sugar
replacements are generally harmless. But be mindful of how your food and beverage
choices are impacted by sugar replacements. Your taste receptors may adjust to sweetness
as a result of these components.

Emulsifiers Emulsifiers are chemical components found in food additives that stabilize emulsions by
preventing the separation of liquids that otherwise don't mix. The food supply is rife with
emulsifiers, which are crucial for improving the flavor, texture, and shelf life of many of the
foods we eat today.

Preservatives Chemicals called artificial preservatives are added to food as it is being manufactured. The
degradation of food brought on by microorganisms and oxidation processes can be slowed
down or prevented by these chemical additions.

Colours Color additives can be added to food to improve natural hues, color bland and 'fun' dishes
like cake decorations, and aid in taste identification.

6.5. Describe the possible health implications of poor food choices

Poor nutrition can increase our chance of contracting certain diseases and other health
issues, such as being overweight or obese, over time. In the near term, it might increase
stress, fatigue, and our ability to function. decaying teeth. elevated blood pressure.

6.6. Identify at least 6 ways to prevent dietary disease through good nutrition

6.7 Describe how the following storage methods affect the nutrition in food, and explain the
best process to use to minimise nutrient loss
Freezing Freezing vegetables affect drop in vitamin C AND folic acid also affect in carotenoids.
vegetables Best process to use minimise nutrient loss is by extend shelf life and stop rotting, keep
vegetables in a walk-in cooler. To preserve FIFO (first in, first out) storage and handling, use
specific food rotation labels. Most produce shouldn't be washed before storing since moisture
frequently encourages mold development and quickens ripening.

Dehydrating Dehydrating make loss the nutrition value of food by the 3-5 percentage
We can use Electric dehydrators to minimise the nutrition loss of food while dehydrating

Refrigerating Fruits and vegetables that are stored in refrigerators have more phenolic acids, but their
fruit and total phenolic content, anthocyanin content, and vitamin C content decrease, which results
vegetables in a loss of antioxidant capacity.

Section 7: Primary components of Dietary Guidelines for Australians, in particular

those for older Australians, children and adolescents.
7.1 According to the Australian Dietary guidelines, detail the following guidelines as they relate to both children,
adolescents and older Australians.

Guideline 1 To achieve and maintain a healthy For healthy growth and development, children
weight, be physically active and choose amounts and adolescents should consume enough
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of nutritious food and drinks to meet your nutrient-rich foods. Every day, they should
energy needs engage in physical activity, and their growth
should be monitored frequently.

To support the maintenance of muscle strength

and a healthy weight, older individuals should
consume nutrient-dense diets and be physically
active.

Guideline 2 Drink plenty of water and enjoy a wide Every day, eat a variety of wholesome foods from
variety of nutritious foods from the five food these five categories
groups (vegetables, fruit, grains/cereals,
meats/alternative and dairy/alternatives) every day

Guideline 3 Limit intake of foods containing Limit your intake of foods high in saturated fat, such
saturated fat, added salt, added as fried foods, potato chips, crisps, and other salty
sugars and alcohol snacks. These foods include many cookies, cakes,
pastries, pies, processed meats, commercial burgers,
pizza, and fried foods.

Limit consumption of salt-added foods and beverages.

Reduce consumption of confectionery, sugar-

sweetened soft drinks and cordials, fruit drinks,
vitamin waters, energy drinks, and sports drinks.

Guideline 4 Encourage, support and promote breastfeeding Breastfeeding is the important phase for the children
to develop their immune and overall development

Guideline 5 Care for your food; prepare and store it safely Foods are the basic need for human being as well as
safe food so keeping safe and healthy food is
important to eat.

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