Elements and Performance Criteria

Cuisine of cultural groups within Australian society includes, but is not limited to:
Aboriginal and Torres Strait Islander
Asian
European
Indian
Mediterranean
Mexican
South American

Factors influencing food choices include but are not limited to:
Availability and accessibility
Familiarity
Beliefs and values
Food advertising
Cultural preferences

Religious groups within Australian society who may follow particular dietary restrictions include but are not limited to:
Jewish
Hindu
Muslim
Some Christian denominations, e.g. Seven Day Adventist

Food-related religious needs include but are not limited to:
Kosher
Halal
Hindu (vegetarian - ovo-lacto, lacto or vegan)

Critical aspects of assessment must include:
Ability to identify and develop meals and menus that meet specific cultural and religious needs of client/patient groups
Communicate constructively with clients/patients and other staff to ensure best service

Concurrent assessment and relationship with other units:
This unit can be delivered and assessed independently, however it may be assessed in conjunction with:
HLTNA3A Plan and/or modify menus according to special dietary needs

Essential knowledge must include:
Basic cooking methods
Principles of nutrition
Planning and evaluating meals and menus
Different cultural requirements
Food preparation and food service systems
Australian Dietary Guidelines
Costing (portion size, mathematics)
Various cultural requirements in relation to food, relevant to the profile of the community served by the organisation
Basic principles of nutrition, diet therapy, nutrition supplements and factors that place clients/patients at risk of malnutrition and inadequate hydration
Infection control policy and procedures relevant to food service provision
OHS work practices relevant to the specific workplace and in accordance with relevant state/territory/national legislation

Essential skills must include:
Ability to source accurate information on cuisine of various cultural and religious groups
Planning and evaluating meals and menus
Safe food handling practices
Numeracy skills may range from the ability to complete basic arithmetic calculations to the collating and recording of numbers and costing of menus
Reading and writing skills - literacy competence required to fulfil job roles in a safe manner and as specified by organisation. The level of skill may range from the ability to understand OHS legislation and other organisational procedures, providing written information on patient/client dietary requirements, to reading workplace safety pamphlets or procedure manuals, and manufacturers' specifications for equipment use. Literacy support available in the workplace may range from having access to support or assistance from expert/mentor/supervisor, to having no communication supports available. Literacy may be required in English or a community language.
Oral communication skills - language competence required to fulfil job roles in a safe manner and as specified by the organisation. Assessors should look for skills in asking questions, providing clear information, listening to and understanding workplace instructions, and clarifying workplace instructions when necessary. The organisation may require competence in English or a community language, depending on client group.

Resource implications:
Assessment of the unit requires access to:
Food safety and HACCP procedure manuals
OHS, cultural diversity and other relevant legislation
Work plans
Source information on cuisine of various cultural and religious groups
Enterprise policy, mission statements, procedures and performance management systems

Method of assessment
Assessment may include:
Observation of performance in food preparation
Assessee's portfolio/CV
Supporting statement of supervisor(s)
Authenticated evidence of relevant work experience and/or formal/informal learning
Oral questioning on work plans
Case studies and scenarios as a basis for discussion of systems and strategies for food preparation to meet the client/patient group's nutritional needs
Assessee's work plans

Context of assessment:
This unit of competency may be assessed on the job or in a simulated workplace and under the normal range of workplace conditions. Assessment may be conducted on more than one occasion to cover a variety of circumstances.

A diversity of assessment tasks is essential for holistic assessment.