Model Call Girl in Bikash Puri Delhi reach out to us at 🔝9953056974🔝
Design meals to meet specific dietary or cultural needs
1. DESIGN MEALS TO MEET SPECIFIC
DIETARY OR CULTURAL NEEDS
D1.HCA.CL3.03
DEDY WIJAYANTO Slide 1
Part 1
2. Design meals to meet specific dietary or
cultural needs
This unit comprises three Elements:
Design meals for specific dietary needs
Design meals for specific cultural needs
Produce and present meals for specific dietary
and cultural needs
DEDY WIJAYANTO Slide 2
3. Introduction
Why do we eat? And what do we eat?
We eat for many reasons. And many factors affect what we eat.
Biology
Stimulation
Social reasons
Psychology
Health
Food availability
DEDY WIJAYANTO Slide 3
4. Element 1: Design meals for specific dietary
needs
DEDY WIJAYANTO Slide 4
5. DEDY WIJAYANTO 5
Specific Dietary Needs
The Performance Criteria for this Element are:
Identify the requirements for specific diets according to
instructions from relevant persons
Design meals in accordance with specific dietary needs
Modify recipes for specific dietary needs
Identify essential ingredients for specific dietary needs
Identify and select suppliers for purchasing of products
Slide 5
6. Basic Nutrition
All meals prepared in commercial food production should have
culinary balance. Meals are more appetising and appealing if
there is balance in:
Texture
Flavours
Composition
Meals should also consider basic nutritional requirements for
health and wellbeing.
DEDY WIJAYANTO Slide 6
7. DEDY WIJAYANTO 7
Healthy Meals
Healthy meals are made from combining a variety of nutritious foods from
the five core food groups.
The five core food groups are:
Grains
Vegetables including legumes/beans
Fruit
Dairy and dairy alternatives
Milk, yoghurt, cheese or soy
Meat and meat alternatives
Lean meats, poultry fish, eggs , tofu, nuts & seeds and
legumes/beans
Slide 7
8. DEDY WIJAYANTO 8
Nutrition Guidelines
Dietary Guidelines assist to design healthy meals for the average
person that include balanced proportions of:
• The five core food groups
Additionally dietary guidelines suggest most people:
• Drink plenty of water
• Only eat small amounts of oils, butter
and other fats
• Limit high salt, sugar and fat foods - these are often processed
foods
• Limit alcohol
Slide 8
9. DEDY WIJAYANTO 9
Daily food for health and wellbeing
The daily food requirements for health and well-being are:
• Macronutrients
• Micronutrients
• Water
• Fibre
Nutrients are the substances found in food that nourish the
body.
Slide 9
10. Nutrients
The macronutrients are:
• Protein
• Carbohydrate
• Lipids
The micronutrients are:
• Vitamins
• Minerals
DEDY WIJAYANTO Slide 10
12. Carbohydrates
Carbohydrates are the human body’s main source of energy.
It is important that the diet includes enough to
provide:
• Energy for basic functions
• Energy for the physical activity of the day
DEDY WIJAYANTO Slide 12
13. Carbohydrates (continued)
Carbohydrates are classified as:
• Simple Carbohydrates
Simple carbohydrates come from foods high in sugars
such as naturally occurring sugars in fruit, added sugars,
honey and syrups
• Complex Carbohydrates
Complex carbohydrate foods are starchy foods such as
rice, bread, potatoes and pasta
DEDY WIJAYANTO Slide 13
14. Protein
Protein is needed in all the cells throughout the body.
Protein is needed to:
• Produce cells
During growth e.g. childhood, pregnancy (fetus)
• Repair cells
Muscles
• Maintain cells
Hair, fingernails, blood
DEDY WIJAYANTO Slide 14
15. Proteins (continued)
Many foods contain a good source of protein:
• Animal foods are considered excellent sources of protein:
Meats, poultry, seafood, game, eggs, dairy
• Some plant foods also contain good sources
of protein:
Soy products like tofu or bean curd
• Many plant foods contain protein which can be useful if
combined together:
Grains, nuts, seeds and legumes
DEDY WIJAYANTO Slide 15
16. Lipids
Lipid is the combined term used to describe foods which are fat
or oil.
• Fats
Fats are usually solid at room temperature
Usually from animals
e.g. butter, chicken fat, lard
• Oils
Oils are liquid at room temperature
From plants
e.g. nuts, seeds, fruit
DEDY WIJAYANTO Slide 16
17. Vitamins
Vitamins are organic compounds found in the plant and animal
foods we eat.
The body only needs very small amounts. They are divided into:
• Water soluble
A, D, E and K
• Fat soluble
B Complex and C
Eating a balanced diet will provide sufficient quantities.
DEDY WIJAYANTO Slide 17
18. Vitamins (continued)
Vitamin content can be damaged during food preparation.
• Some vitamins are heat sensitive
Use raw vegetables like salads
• Vitamins can be leached out in water
Preparing vegetables freshly is best
• Vitamin content is highest in the skin of vegetables
Serve some vegetables with their skin on
DEDY WIJAYANTO Slide 18
19. Minerals
Minerals are chemical elements found in the water and the soil
plants grow in.
The body only needs very small amounts. There are 17 minerals
that the body needs. 4 that are often discussed are:
• Iron
• Calcium
• Sodium
• Iodine
Eating a balanced diet will provide sufficient quantities.
DEDY WIJAYANTO Slide 19
20. Additional requirements
As well as the micro and macro nutrients humans also require:
• Water:
Regulates the body's temperature
Transports water soluble nutrients
Flushes out waste
• Fibre:
Fibre is the indigestible part of plants
Fibre assists in keeping the digestive system healthy
DEDY WIJAYANTO Slide 20
21. Nutritional Balance
Commercial Cooks should aim to ensure meals contain a
balance of the nutritional requirements.
These basic nutritional requirements must not be neglected for
customers who have additional dietary requirements due to:
• Health concerns
• Religious dietary requirements
• Other dietary special requests
Vegetarian diets
DEDY WIJAYANTO Slide 21
22. Design meals for specific diets
Customers may require meals for a specific diet because of
health issues:
• Weight Imbalance
Overweight and Obesity
Underweight
• Cardio-vascular disease
• Diabetes
• Coeliac disease
• Lactose Intolerance
• Food allergies
DEDY WIJAYANTO Slide 22
23. Overweight and Obesity
• A range of factors can cause a person to be overweight or
obese including
Inactivity
Genetic factors
Eating more kilojoules than are used
• Obesity increases the risk of many chronic diseases such as:
Cardiovascular disease
Hypertension (high blood pressure)
Stroke
Type 2 diabetes
DEDY WIJAYANTO Slide 23
24. Overweight and Obesity
When preparing meals for customers trying to lose weight the meals should
include:
• Plenty of:
Whole grain foods and vegetables
• Moderate amounts:
Reduced fat dairy, lean meats
Fruit
• Limited:
Added fats, sugars, salt
Alcohol
DEDY WIJAYANTO Slide 24
26. Underweight
Healthy meals suggestions for customers who are wanting to gain
weight include:
• Eating more often
Smaller meals more often
• Choose full fat foods
Dairy
• Adding extra kilojoules
Cheese and milk powder can be added
DEDY WIJAYANTO Slide 26
27. Heart and Cardio-vascular Diseases
Prevention strategies include exercise and healthy eating.
• Diet is an important risk factor in coronary heart disease
• Food-related risk factors include obesity, high blood
pressure, uncontrolled diabetes and a diet high in saturated
fats
• A low saturated fat, low salt, high fibre; high plant food diet
can reduce the risk of developing heart disease
DEDY WIJAYANTO Slide 27
28. Hypertension
When blood is pumping through the arteries at a higher
pressure than normal. It can lead to
• Heart attack
• Kidney failure
• Stroke
Prevention strategies that are diet based include:
• Maintain weight within a healthy range
• Eating a high fibre, low fat and low salt diet
DEDY WIJAYANTO Slide 28
29. High Cholesterol
Cholesterol is a fat found in all animal cells. It is needed in the human body for
making:
• Hormones
• Bile
• Vitamin D
There are two main types of cholesterol:
• HDL – referred to as the ‘good’ cholesterol
Helps to remove LDL cholesterol
• LDL – referred to as the ‘bad’ cholesterol
Contributes to narrowing of the arteries
DEDY WIJAYANTO Slide 29
30. High Cholesterol (continued)
The body makes its own cholesterol. Excess dietary cholesterol can
lead to heart disease.
Prevention strategies that are diet-based include:
• Maintain weight within a healthy range
• Eating a high fibre, low fat and low salt diet
Include plenty of whole grains and fresh fruit and vegetables
Reduce animal products - lean meats, poultry and fish are
recommended
DEDY WIJAYANTO Slide 30
31. DiabetesDiabetes is a condition where the glucose in the blood is too
high. This is due to either faulty or insufficient production of the
hormone insulin. Types of diabetes include:
• Type 1 diabetes
Insulin is not made so injections are
required everyday
• Type 2 diabetes
Inadequate levels of insulin produced or the body's cells
do not respond properly to the insulin produced
• Gestational
Occurs during pregnancy
DEDY WIJAYANTO Slide 31
32. Type 2 diabetes
The main nutrients that need to be modified for a customer with type
2 diabetes are:
• Carbohydrates
Simple sugars need to be limited or avoided
Select low glycemic index varieties of complex sugars (starches)
• Lipids
Reduce fat
DEDY WIJAYANTO Slide 32
33. Glycemic Index
The glycemic index (GI) measures how fast carbohydrate rich foods
raise the level of glucose. Some examples include:
• Low GI (less than 55)
Fruit, milk, pasta, whole-grain bread, porridge, legumes
• Medium GI (55 to 70)
Fruit juices, basmati rice, wholemeal bread
• High GI (greater than 70)
Potatoes, white bread, long grain rice (other than basmati)
DEDY WIJAYANTO Slide 33
34. Glycemic Index (continued)
Factors which can affect the GI rating of foods include:
• The size, texture, viscosity and ripeness of a food
An unripe banana may have a GI of 30,
while a ripe banana has a GI of 51
• Protein, soluble fibre, the sugars (fructose and lactose) fat and acid
foods (like vinegar, lemon juice or acidic fruit) slow the rate at which
the stomach empties and so slow the rate of digestion
• Phytates in wholegrain breads and cereals
• Cooking and processing foods
DEDY WIJAYANTO Slide 34
35. Coelic Disease
In people with Coeliac disease the immune system reacts abnormally
to foods containing gluten:
• Gluten is a protein found in the grains:
Wheat
Barley
Oats
Rye
• And all the products made from these grains
DEDY WIJAYANTO Slide 35
36. Coeliac Disease (continued)
For a person with Coeliac disease a gluten free diet should be followed.
This includes:
• Naturally gluten free foods
• Fresh fruit and vegetables, fresh meats, eggs, nuts
and legumes, milk, fats and oils
• Gluten free grains e.g. rice and corn
• Avoiding gluten products such as normal bread, biscuits, cakes, pastry,
pizza, pasta, noodles, batter and breadcrumbs
Bran, semolina, durum flour, couscous, bulgur, farina, spelt, emmer
Avoiding processed foods unless specifically labeled 'gluten free‘
DEDY WIJAYANTO Slide 36
37. Lactose Intolerance
Lactose intolerance is when a person has difficulty or is unable to
digest milk sugars from dairy products.
• Milk and the products made out of milk contain
a sugar called Lactose
• Normally the body can break down lactose
using an enzyme called lactase
• A customer who has lactose intolerance is either missing or
does not produce enough lactase
• The condition is more common among people from Asia,
Africa, the Middle East, Australian Aborigines and some
Mediterranean countries
DEDY WIJAYANTO Slide 37
38. Lactose Intolerance (continued)
• When lactose stays in the digestive system and ferments, it can result
in a symptoms including:
• Abdominal pain
• Bloating
• Flatulence
• Diarrhoea
• Nausea
• Vomiting
DEDY WIJAYANTO Slide 38
39. Lactose Intolerance (continued)
• Most people with lactose intolerance can handle small amounts of
lactose. The recommendation is to reduce the amount of lactose in the
diet
• Commercially it is best to remove all lactose containing ingredients
(unless instructed otherwise by the customer)
• Milk, butter, cheese, yoghurt, sour cream
• Products made from or including these ingredients
• Many processed products contain dairy foods
• Cakes, pastries, biscuits, snack foods, instant sauces, soups
DEDY WIJAYANTO Slide 39
40. Food allergies
A food allergy is when a person’s immune system reacts to a
protein in foods and produces antibodies to fight the protein.
Common foods which trigger an allergic reaction are:
• Seafood
• Eggs
• Nuts – especially peanuts
• Milk
• Wheat
• Soy beans
DEDY WIJAYANTO Slide 40
41. DEDY WIJAYANTO 41
Food allergies (continued)
The reactions that can affect the body vary from person to person
and can be minor to life threatening. They include:
• Skin
Hives, eczema, swelling around mouth, itchy
• Gastrointestinal
Stomach cramps, nausea, vomiting, diarrhea
• Respiratory
Runny nose, watery eyes, sneezing, anaphylaxis
• Cardio vascular
Light headiness, faintness
Slide 41
42. Food Allergies (Continued)
Requirements for preparing meals for people with food allergies will vary
according to the severity of their reactions.
In general it is best to avoid all ingredients and products containing the
allergen. Keep in mind:
• Cross-contamination
Food handler, small and large equipment
• Reading food labels
Learn the types of products that are potential allergens
DEDY WIJAYANTO Slide 42
43. Designing meals
Meals prepared for customers with specific dietary needs should
take into consideration both:
• Culinary Balance
Ingredients
Texture
Colour
Presentation
• Nutritional Balance
Including foods for the five core food groups
DEDY WIJAYANTO Slide 43
44. Designing meals for Weight Reduction
The main factors which affect the energy density of meals are:
• Water
Most vegetables and fruit are high in water
• Fibre
High fibre foods provide volume but take
longer to digest
• Fat
Fat is high in energy density so adds kJ’s quickly
• Sugar
Sugar is high in energy density so adds kJ’s quickly
DEDY WIJAYANTO Slide 44
45. Designing meals for cardio-vascular diseaseThe main factors which need to be considered when designing
meals for customers with cardiovascular disease are:
• Fat
Use lean meats, poultry and fish and replace
animal fats with unsaturated plant oils
• Salt
Fresh vegetables, grains and fruits are low in salt
• Fibre
Fresh vegetables, grains and fruits are high in fibre
DEDY WIJAYANTO Slide 45
46. Designing meals for Type 2 Diabetes
When designing meals for customers with type 2 diabetes the main
factors which need to be considered are:
• Sugar
Simple sugars should be avoided
Complex carbohydrates should be
used
• Fat
Use lean meats, poultry and fish
Replace animal fats like butter and chicken fat with unsaturated
plant oils
DEDY WIJAYANTO Slide 46
48. Designing meals for Coeliac Disease
Meals for customers with Coeliac disease will need to be free of all
products containing :
• Wheat
• Barley
• Oats
• Rye
Alternative grains include:
• Corn and Rice
Potatoes and legumes can also provide starch in meals.
DEDY WIJAYANTO Slide 48
49. Designing meals for Lactose Intolerance
Dairy products are used in many dishes to provide:
• Richness
• Creaminess
Alternatives to dairy include:
• Richness can be achieved by adding eggs
• Creaminess can come from:
Coconut cream and milk
Soy products like tofu and milk
Pureed vegetables
DEDY WIJAYANTO Slide 49
50. Designing meals for Food Allergies
Customers with food allergens may have a variety of reactions to eating a
food containing the allergen.
You need to be guided by the instructions provided by the customer.
Make sure you are aware of :
• The common food allergens:
Eggs, Seafood, Nuts, Dairy, Wheat and Soy
• Hidden usages in dishes of foods which contain
potential allergens
• Food handling which minimises cross contamination.
DEDY WIJAYANTO Slide 50
51. Modifying Recipes
Customers with specific dietary needs will often require some
changes to be made to the recipes and meals that are prepared for
them.
Some changes can be simple and others need
more planning.
Modifying recipes for customers with specific
dietary need requires knowledge of the:
• Ingredients
• Food preparation techniques
• Methods of Cookery
DEDY WIJAYANTO Slide 51
52. Modifying Ingredients
Ingredients are food components of a recipe, dish or meal. You
should know about the ingredients you use, where they come
from, how much they cost, how they are made or produced and
what they can be used for.
Ingredients can be divided into:
• Simple Ingredients:
Whole foods like potatoes
• Compound ingredients:
A mix of different foods e.g. soy sauce contains soybeans,
wheat, water and salt
DEDY WIJAYANTO Slide 52
53. Ingredient Replacement
Ingredient replacement is best achieved by taking a step by step approach.
1. Identify the ingredients in a recipe which are not suitable for the
customer you are preparing the meal for
2. Identify the role that the ingredients play in the recipe
e.g. Is the ingredient in the recipe for flavour, texture, volume, as a
binding agent, as a coating?
3. Replace the ingredients with alternatives which are appropriate for
both the customer's specific needs and the balance of the dish.
Remember that this means both culinary and nutritional balance
DEDY WIJAYANTO Slide 53
54. Food Preparation Techniques
Food preparation techniques can alter the composition of foods.
This may impact on the suitability for customers with specific dietary
needs.
Preparation techniques include:
• Trimming
• Curing
• Pickling
• Thickening
• Smoking
• Confit
You will need to be aware of the how the technique changes the
components of the foods you are using.
DEDY WIJAYANTO Slide 54
55. Methods of Cookery
You may need to change or modify the cooking methods for
customers with specific dietary needs. Think about all the elements
of the method you choose:
• Cooking medium
Water
Dry heat
Simmered in fat or submerged in oil
• Flavouring or seasoning
Is salting usual?
What flavourings can be added to the dish?
DEDY WIJAYANTO Slide 55
56. Presentation
Remember to check the resulting dish for:
• Portion size
Does the dish size offer value for money?
• Nutritional balance
Does the dish have enough carbohydrate?
Does the dish have adequate protein?
• Culinary balance
Does the dish have a sauce?
Is the balance of colours on the dish appealing?
DEDY WIJAYANTO Slide 56
57. Ingredients
Selecting suitable ingredients is necessary when preparing meals
for customers with specific dietary needs. You need to be aware of
common dietary regimes such as:
• Sugar Free
• Gluten Free
• Nut free
• Dairy Free
• Reduced Fat
• Reduced Salt
DEDY WIJAYANTO Slide 57
58. Product Labeling
Food labels contain important information when selecting ingredients for
customers with specific diets.
Skill in reading ingredient labels can ensure the foods served are safe and
suitable.
Basic information found on most product labels includes:
• Name of the product
• Name and contact details of the manufacturer
• Batch code
• Weight or number of contents
• Ingredients
• Nutrition information
• Food allergens
DEDY WIJAYANTO Slide 58
59. Gluten Free
Gluten free meals need to eliminate all products made from the
grains wheat, barley, oats and rye.
Replace these grains with suitable ingredients including:
• Grains
Rice and corn
• Starches
Arrowroot, tapioca and sago
• Starchy Vegetables
Legumes – dried beans, peas and lentils
Potatoes – sweet potatoes, yam, taro, jicama
DEDY WIJAYANTO Slide 59
60. Sugar Free
The body needs a constant supply of glucose, so a true sugar free
diet is not possible.
Essential sugar can be sourced from complex carbohydrates
(sugars) or starches.
• Selecting a range of fresh ingredients will effectively reduce
the overall sugar in meals
• Processed foods are more likely to included added
sugars
• Sugar is used to sweeten and flavour foods
Alternative flavourings like spice reduce sugar content
Commercial sweeteners are available
DEDY WIJAYANTO Slide 60
62. Dairy Free
The most common dairy alternative is soy. Soy milk is made into
most products that are classified as dairy, you can purchase:
• Soy milk
• Soy yoghurt
• Soy cream and sour cream
• Soy cheese
• Dairy alternatives are also available that are made out of
grains and nuts
Dairy products are not used in all cuisines of the world so you may
find that the dishes of these cuisines are ideal for customers who
require dairy free meals.
DEDY WIJAYANTO Slide 62
63. Nut Free
• Nuts, particularly peanuts, carry an increased risk of causing
life threatening reactions in comparison to many other food
allergens
• It is vital that you are aware of the risks of serving unsuitable
foods
• Most commercial kitchens cannot guarantee
that there are no nut products or even dust
particles used in the production of meals
• There are an increasing number of food manufacturers
producing nut-free products
DEDY WIJAYANTO Slide 63
64. Reduced Fat
Reducing fat in ingredients can be achieved in the following ways:
• Choosing unsaturated rather than saturated fat ingredients
• Choosing foods which are naturally low in fat and oils
Fruit and vegetables
Grains and legumes
• Using food preparation and cooking techniques
that reduce the fat or oil content of the ingredients.
Choosing lean meats and trimming them well
Poaching and steaming are useful cooking methods
DEDY WIJAYANTO Slide 64
Trainer advises trainees this Unit comprises three Elements, as listed on the slide explaining:
• Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail
• Trainees can obtain more detail from their Trainee Manual
• At times the course presents advice and information about various protocols but where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must be observed.
Trainee Activity 1
Ask if they think the raspberries and blackberries look luscious.
Discuss different responses.
Trainer asks the trainees to think about and then list:
Why do they eat?
Trainer explains the different reasons we eat:
Biology – for basic energy balance or specific health reasons
Psychology – comfort eating, rewards and punishment
Stimulation – sensory attributes
Social – culture, tradition, social status
Trainee Activity 2
Trainer asks the trainees to think about and then list:
What they eat for particular meals such as breakfast, dinner or a special event
Trainer explains that food intake is based on lots of different factors including learned behaviours about :
What is a suitable food to eat e.g. duck, pork, snake, scorpion
What are suitable foods to eat at particular times of the day
Introduce topic
Class Activity - General Discussion
Ask trainees general questions to ascertain level of underpinning knowledge:
What is a diet?
What is a specific diet?
Why is food important?
What is nutrition?
How does this apply in the hospitality industry?
Trainer identifies the Performance Criteria for the Element of the unit as listed on the slide.
Class Activity – General Discussion
What is culinary balance?
What are the different types of textures that we find in food?
What is flavour?
Trainer to explain the components of flavour:
Sweet
Sour
Salty
Bitter
Umami
Trainer to explain how taste, smell and irritation (such as chilli, hot , cold) affect the flavour of food.
What is composition?
Trainer to explain about the components of a dish
E.g.. A main dish consists of meat (or meat alternatives), starch, vegetables or salad and a sauce
What are the different ways these components can be presented?
General class discussion
Trainees to list examples of foods for each of the core food groups.
Trainee Activity
Trainees to complete a 24 hour food and liquid intake before the next class. The information collected will be used in the next class to discuss the types of foods eaten.
Class activity
Trainees to look up the dietary guidelines of their country or region
Trainees to compare the dietary guidelines from a range of countries and note similarities and differences.
Trainer to explain the difference between a micro and macro nutrient.
Trainer to explain that these are the 5 nutrients needed for health and that it is important to eat a range of different foods so that we get all the requirements.
Each of the nutrients will be covered individually and foods that provide good sources will be listed.
Trainer to explain that energy is required even when the body is sleeping.
Trainer to explain the difference between simple and complex carbohydrate sources.
Trainer to explain the:
Monosaccharide's – Glucose, Fructose and Galactose
Disaccharides – Maltose, Lactose and Sucrose
Polysaccharides – Starch and Fibre.
Trainer to explain the sources of each saccharide (sugars)
Trainee Activity
Trainer to provide trainees with sample dishes (menus or photographs would be useful resources).
Trainees should identify the carbohydrate component and be able to identify whether the carbohydrate is simple or complex.
Trainer to explain why we need protein in the diet.
Trainer to explain when extra protein might be needed in the diet:
When growing – childhood, adolescence, pregnancy and lactation
Trainer to explain daily protein requirements are for body cells so are based on body weight. Trainer to explain the physiological difference between men and women to assist understanding of different dietary needs in relation to protein.
Class activity
Trainer to assist trainees to calculate their own protein requirements
Australian recommendations:
Adult male .84g per kg of body weight
Adult female .75g per kg of body weight
Child/Adolescent 1.0g per kg of body weight
Trainer to explain percentage of protein in foods:
Meats 20%
Eggs 13%
Grains 10%
Trainees can then calculate how much of that food they would need to eat in a day.
Discuss the differences between trainees requirements and how this needs to be reflected in the range of meals offered.
Trainer to explain the difference between complete and incomplete protein sources.
Trainee Activity
Trainer to provide trainees with sample dishes (menus or photographs would be useful resources).
Trainees should identify the protein component and be able to identify whether the proteins are complete or incomplete.
Trainer to explain the difference between fats and oils.
Trainee Activity
Trainer to provide trainees with sample recipes.
Trainees should identify the fats and oils used and be able to identify which ones are animal and which are plant.
Trainer to also explain the differences between how the vitamins are transported in the body and the types of foods that are needed in the diet for this transport.
Trainer to explain the major deficiencies and toxicity of vitamins relevant to the region.
Trainer also needs to explain what happens when foods are:
Cooked
Peeled
Stored in water.
Class Activity
Trainer to provide sample menus and ask trainees to identify which dishes are likely to contain good sources of vitamins.
Trainer to explain that some soils have deficiencies of the essential minerals and that supplementation may be needed.
This is usually done on a broad level in the typical foods used in the food supply such as Iodine added to salt.
Class Activity
Trainees to research which groups in society may have mineral deficiencies.
Discuss eating a balanced diet versus supplementation.
Trainer to explain the additional requirements that do not provide kilojoules.
Water:
Adult body is made up of approximately 70% water
Water is gained from:
Liquids and foods consumed
Water is lost from:
In urine and faeces expelled
Air that is exhaled
Perspiration
Fibre
Class activity
Trainees to list foods that contain high amounts of fibre.
Trainer to explain:
How fibre and water combine to remove the waste products in the digestive process.
Fibre helps to remove LDL cholesterol
Class Activity
Trainer to provide example menus or dishes for trainees to classify as nutritionally balanced on not.
Class Activity - General discussion
Do any of the trainees or family members or friends have a special diet?
How does these diets influence the foods that are eaten?
What are the common special diets that customers may require?
Class Activity - General discussion
Obesity is now classified as an epidemic.
What does this mean?
Who does it affect?
Which countries have high levels of obesity?
Why is obesity increasing around the world?
Class Activity
Trainees to list as many foods as they can that are:
Whole grain
Reduced fat dairy
Lean meats
Low in fat, sugar and salt.
Class activity - General Discussion
Why might a customer be underweight?
How will this affect the foods you prepare?
Class Activity
Look through cook books and food magazines and find dishes which are low in fat and salt and high in plant food and fibre.
General Discussion
Are these dishes commonly found on menus?
Why? Why not?
Class Activity
Trainees to think about how salt is used in cooking.
List foods and ingredients that are high in salt
List cooking techniques that add salt
List cooking methods that use added salt.
Trainer to explain HDL and LDL cholesterol and explain their roles in the body.
Class Activity
Classify meats, poultry and seafood into lean and fatty.
Trainer to explain:
The role of insulin in maintaining glucose levels in the body
The dangers of too much or too little glucose.
Class activity
Trainees to list all the sugars they know.
General Discussion
Discuss all the varieties:
Cane or beet sugar
Raw, A1, caster, icing, brown
Palm sugar
Honey
Maple syrup.
Class Activity
Look at the glycemic index database at the following internet site:
http://www.glycemicindex.com/
Find the glycemic index of common foods in your diet.
Classify the foods into:
Low GI
Medium GI
High GI.
Trainer to explain the other factors which affect glycemic index.
Class Activity
Trainees to list foods which would have a lower GI because of:
Ripeness
Added vinegar
Cooking.
Class Activity
Wheat is a commonly used ingredient.
Trainees to list the foods and preparations that use wheat and wheat products.
The use of wheat and other gluten products in processed foods is significant. Therefore it is very important that cooks learn to read labels. Processed foods which are likely to contain gluten (unless specifically labeled 'gluten free‘).
Class Activity
Provide trainees with a range of food product packages and ask them to find products which contain gluten.
Class Activity
Trainees to list a range of foods that are made out of milk.
Trainer to explain that if the milk sugar is not being broken down by lactase then it is sitting in the intestine fermenting. This is what causes the symptoms. These systems are not life threatening but cause discomfort. Small amounts of lactose foods may be tolerated.
Class Activity
Provide trainees with a range of food product packages and ask them to find products which contain dairy foods.
Class Activity – General Discussion
Trainer to ask trainees of any food allergens they are aware of.
What sort of reactions do these foods cause?
Trainer to explain each of the reactions listed with a particular focus on anaphylaxis.
Class Activity - General discussion
When can cross-contamination occur?
Trainer to revise the five core food groups.
Trainer to provide examples of dishes that would be suitable for customers who are wanting to reduce weight.
Class Activity
Trainees to design meals that are low in energy-density for the following situations:
Breakfast
Snack
Main meal
Dessert.
Trainer to provide examples of dishes that would be suitable for customers with cardiovascular disease.
Class Activity
Trainees to design meals that would be suitable for a range of menu styles including:
A la carte
Cocktail
Function
Buffet.
Trainer to revise why sugar and fat are important in managing Type 2 diabetes.
Trainer to provide examples of dishes that would be suitable for customers with type 2 diabetes.
Class Activity
Trainees to design meals that would be suitable for a variety of meal periods including:
Breakfast
Morning or Afternoon Tea
Lunch or Dinner.
Class Activity:
Trainees to list dishes that feature:
Rice
Corn
Potatoes
Legumes.
Class Activity
Trainees to design meals that would be suitable for a variety of courses in a menu including:
Entrée
Main Course
Dessert.
Trainer to explain the variety of reactions to food allergens and why it is important to be guided by instructions provided by the customer.
General Discussion
How might instructions be given to the cook?
Discuss the variety of ways a cook might receive instructions including:
Allergen cards
Directly inform the customer
Information provided by a health professional e.g. doctor, dietician
Passed on by administration or reception
From a Function manager/Supervisor
Via Front of House staff.
Trainer to provide examples of some of the simple changes that could apply to modifying dishes.
Examples:
Using gluten free bread for toast, sandwiches etc
Dusting fish for frying with cornflour instead of wheat flour
Using coconut cream instead of cream to garnish a soup.
Class activity
Trainees to list more examples of simple modifications.
Class Activity
Trainer to provide some common compound ingredients used in the commercial kitchen such as:
Tomato Ketchup
Mayonnaise
Bread
Soy sauce
Butter.
Trainees to read the ingredients.
Trainees to identify the ingredients which may need to be avoided or limited by customers with specific dietary requirements.
Trainee Activity
Provide the trainees with sample recipes and ask them to list each of the steps of ingredient replacement for a specific dietary need:
e.g. Type 2 Diabetes, Lactose Intolerance, Coeliac disease
Which ingredients are unsuitable for specific dietary needs?
Is the ingredient in the recipe for:
Flavour - Is it a strong individual flavour or a subtle underpinning flavour?
Texture - Does it give crunch or a smooth mouth feel?
Volume - Does it add bulk to the dish?
Binding agent - Does it help stick the ingredients together?
Coating - Does it provide a coating or glaze?
What can you replace the ingredient with?
General Discussion
Discuss the suitability of the suggested replacements.
Class discussion
Discuss what is involved in the techniques listed.
Ask the trainees what impact each of these would have on dietary needs.
Ask the trainers if they can list other food preparation techniques they have applied to food.
Trainer to discuss how the cooking method affects the outcome of food :
Texture
Flavour
Overall quality.
Class Activity
Revise the 10 methods of cookery
Boiling
Poaching
Steaming
Grilling
Stewing
Braising
Baking
Roasting
Shallow frying
Deep frying.
Trainees to select suitable methods for a range of specific dietary needs provided by the trainer.
Class Activity
Trainer to provide examples of modified recipes and dishes for trainees to analyse.
Direct trainees to list any balance problems and suggest further modifications necessary.
Trainer to ask trainees if they are aware of any other common dietary regimes?
General Class Discussion
Discuss the range of dietary regimes mentioned by the trainees
Trainer to explain the broad variety of dietary requirements that customers may have and that they have not heard of previously or are very complicated.
Discuss any trends or fads that are identified.
Explain the importance of following the recommendations and requirements provided by the customer for both health implications and customer satisfaction.
Trainer to explain the information found on product labels.
Trainer to explain the difference between the required information and marketing information that companies use to sell products.
Point out the key differences between the nutritional information panel and the health claims that are listed on products
Class Activity
Trainer to provide packaged foods so that trainees can read the labels and identify each of the types of information that can be found.
Trainer to provide examples of recipes containing wheat.
Select a range of recipes that would be:
Simple/easy to modify
Complex to modify
Unsuitable to modify.
Class Activity
Trainees to list which dishes could be modified without affecting the integrity of the dish.
Trainees to suggest suitable replacements.
Trainer to revise the role of sugar in the body and explain the difference between:
Simple sugar
Complex sugar.
Trainer to provide recipes that contain sugar products e.g.
Honey soy chicken
Caramelised onion and feta quiche
Rice pudding
Cured salmon salad.
Class Activity
Trainees to modify a range of recipes to reduce the sugar content.
Class Activity
Trainees to research ‘dairy-free’ milk products that can be purchased in their local area.
List the products for the class to see.
General Discussion
Trainer to lead a discussion about the suitable use of each of these products in common dishes that use milk.
Examples of dishes might include items such as:
Béchamel sauce
Egg wash
Chowder
Pancake batter.
Trainer to reiterate the potential dangers of food allergens and particularly peanuts.
Internet articles of peanut allergy deaths could be used to emphasise the seriousness.
General discussion: Trainees to suggest where cross-contamination with peanut products is most likely to occur.
Trainer to explain the properties of fats and oils in food preparation:
As a cooking medium
To add moisture
To provide flavour.
The choice of reduced or low fat/oil ingredients may affect the outcome of the dish. Modifications may be necessary to add flavour or moisture.
Class Activity
Trainees to identify ingredients which are:
Saturated
Unsaturated
Naturally low in fats and oils.