hsc food technology student handbook · food technology the typical performance in this band: band...

TUGGERAH LAKES SECONDARY COLLEGE

THE ENTRANCE CAMPUS

HSC FOOD TECHNOLOGY

STUDENT HANDBOOK

Contents of Handbook

Course Description

Scope and Sequence

Assessment Schedule

Band Descriptors

Assessment Tasks

Australian Food Industry Syllabus

Food Manufacture Syllabus

Food Product Development Syllabus

Contemporary Nutrition Issues Syllabus

Glossary of Key Words

Standards Packages

Course: Food Technology

Course No: 15180

2 units for each of Preliminary and HSC

Board Developed Course

Exclusions: Nil

Course Description

The HSC course involves the study of: sectors, aspects, policies and legislations of the Australian Food Industry; production, processing, preserving, packaging, storage and distribution of food; factors impacting, reasons, types, steps and marketing of food product development; nutrition incorporating diet and health in Australia and influences on nutritional status. Practical experiences in developing, preparing, experimenting and presenting food are integrated throughout the course.

HSC Course

• The Australian Food Industry (25%) • Food Manufacture (25%) • Food Product Development (25%) • Contemporary Nutrition Issues (25%)

Particular Course Requirements

There is no prerequisite study for the 2 unit Preliminary course. Completion of the 2 unit Preliminary course is a prerequisite to the study of the 2 unit HSC course. In order to meet the course requirements, students study food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary nutrition issues.

It is mandatory that students undertake practical activities. Such experiential learning activities are specified in the 'learn to' section of each strand.

Post-school Opportunities

The study of Food Technology Stage 6 provides students with knowledge, understanding

and skills that form a valuable foundation for a range of courses at university and other

tertiary institutions.

In addition, the study of Food Technology Stage 6 assists students to prepare for

employment and full and active participation as citizens. In particular, there are

opportunities for students to gain recognition in vocational education and training.

Teachers and students should be aware of these opportunities.

The Entrance Campus

YEARLY PLANNER

HSC Course – Food Technology 2017- 2018

Term 4: 2017

Term 1: 2018

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Task 2 Task 2

Term 2:2018

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Exam

Feedback

Task 3:FPD

Nutrition Issues

Term 3: 2018

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Task4 Task 4 Trial

Feedback

Revision

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Task 1

AFI

CONTEMPORARY NUTRITION ISSUES: 8 weeks

FOOD PRODUCT DEVELOPMENT: 8 weeks

HSC Trials CONTEMPORARY NUTRITION

ISSUES

FOOD MANUFACTURE: 9 weeks Mid- Course Exams

AUSTRALIAN FOOD INDUSTRY: 8 weeks

CONTEMPORARY NUTRITION

ISSUES

Assessment Schedule

TASK WHEN TOPIC/S TYPE OF TASK OUTCOMES VALUE

1 Term 4 2017

Week 9

Australian Food

Industry Research / Analysis /

Communicate

1.2, 1.4, 3.1

15%

2 Term 1 2018

Weeks 10 & 11

Australian Food

Industry/Food

Manufacture

Mid Course

Examination

1.1, 1.2, 1.4, 3.1

5.1

20%

3 Term 2 2018

Week 7

Food Product

Development

Experimentation,

Practical and

Evaluation

1.3, 4.1

35%

4 Term 3 2018

Weeks 5 &6

Australian Food Industry/

Food Manufacture /Food

Product Development

/Contemporary Nutrition

Issues

Trial HSC

Examination

1.1,1.2, 1.3,

1.4, 2.1, 3.1,

3.2, 4.2, 5.1

30%

PERFORMANCE BAND DESCRIPTIONS -

FOOD TECHNOLOGY

The typical performance in this band:

Band 6 • demonstrates extensive and detailed knowledge and understanding of food manufacture

and product development, the Australian food industry, and contemporary food issues

• displays expertise in applying theoretical concepts to a comprehensive range of practical

activities in food technology

• effectively communicates information using explicit technical language in a concise and

focused format

• displays a high degree of interpretive, analytical and reporting skills in dealing with food

technology concepts

• demonstrates evidence of well-developed critical thinking skills in debate and discussion

of issues surrounding relevant food technologies

• designs creative solutions to food technology issues

Band 5 • demonstrates a thorough knowledge and understanding of food manufacture and product

development, the Australian food industry, and contemporary food issues

• displays competence in applying this knowledge to a range of practical activities in food

technology

• effectively communicates information using specific technical detail and accurate

terminology

• clearly demonstrates the ability to interpret, analyse and organise information

• shows evidence of critical thinking in discussion of issues surrounding relevant food

technologies

Band 4 • demonstrates a sound knowledge and understanding of food manufacture and product

development, the Australian food industry, and contemporary food issues

• displays skill in applying knowledge to a range of practical activities in food technology

• communicates successfully using appropriate terminology

• analyses and interprets information with attempts to organise thoughts and ideas

• displays a broad understanding of the impact of technologies on society and the

environment

Band 3 • recalls some specific food technology facts

• displays limited skill in applying knowledge to practical activities in food technology

• expresses ideas in simple form using correct terminology and with limited discussion

and analysis

• displays some awareness of the impact of technologies on society and the environment

Band 2 • recalls general information about food

• communicates using basic terminology and simple explanations

• applies basic food facts to a limited number of practical activities in food technology

• displays some comprehension of content with a limited application of knowledge

Band 1

Tuggerah Lakes Secondary College The Entrance Campus

HSC COURSE TAS FACULTY

COURSE NAME: FOOD TECHNOLOGY

MODULE / UNIT: Australian Food Industry

TIMING: Week 9, Term 4 2017 DATE: 5/12/17 PERIOD: 3 TASK NUMBER: 1 WEIGHTING: 15%

OUTCOMES: A student:

H1.2 examines the nature and extent of the Australian food industry H1.4 evaluates the impact of the operation of an organisation within the Australian food industry on the individual, society and environment. H3.1 investigates operations of one organisation within the Australian food industry

TASK:

You will be allocated, in consultation with your teacher an organisation within the Australian food industry. You will be required to research the operations of this organisation. Presentation will be in a written report format using Microsoft Word (or equivalent). The minimum length of this report is 1000 words. Research Report

Marks

1. Name the organisation and identify the sector of the Australian food industry to which it belongs. 2

2. Describe the levels of operation and mechanisation used by the selected organisation. 8 3. Investigate the research and development carried out by the organisation. 5 4. Investigate the quality assurance procedures used by the selected organisation. 5 5. How does the organisation respond to consumer influences and trends? 5 6. Evaluate the operations impact on the individual, society and environment. 12 7. Describe the career opportunities within the organisation. 4 8. With reference to the selected organisation, select a local, state and federal piece of legislation with which the organisation must comply. Describe the selected legislation and explain how the company complies with each one.

15

9. Include a list and pictures of products offered by the organisation. 4 10. Include a bibliography of where your information was sourced from. Ensure you format according to Appendix A. Must be in alphabetical order.

5

Total /65

Submission Requirements: Work must be stapled and include the marking guidelines and HSC mark sheet.

ADDITIONAL NOTES: * The Campus Assessment Policy and procedures MUST be followed * Tasks must be completed or handed in on the due date during the regular class * Tasks that are handed in late may receive ZERO (0) marks and an N Warning letter issued * Students should refer to the Policy sections on submission of work, plagiarism, illness and/or misadventure appeals, and the assessment task appeals process

Marking Guidelines

Question 1 – Outcome H1.2, H3.1

Name the organisation and identify the sector of the Australian food industry to which it belongs.

Marks

Correctly names the organisation and recognises the corresponding sector of the Australian food industry.

2

Names the organisation or recognises the sector of the Australian food industry. 1

Fails to correctly name the organisation and/or recognises the sector of the Australian food industry.

0

Question 2 – Outcome H1.2, H3.1

Describe the levels of operation and mechanisation used by the selected organisation.

Marks

Extensive and detailed knowledge of characteristics and features of the levels of operation & mechanisms used in the organisation.

7-8

Sound knowledge of characteristics of the levels of operation & mechanisms used in the organisation.

5-6

Outlines the levels of operation & mechanisms used in the organisation. 3-4

Lists the levels of operation & mechanisms used in the organisation. 1-2

Provides no description of the levels of operation & mechanisms used in the organisation. 0

Question 3 - Outcome H1.2, H3.1

Investigates the research and development carried out by the organisation. Marks

Extensive and detailed knowledge of characteristics and features of research and development that is undertaken by the organisation enquired into.

4-5

Sound Knowledge of research and development that is undertaken by the organisation. 3

Outlines some of research and development that is undertaken by the organisation. 2

Lists one piece of research and development undertaken by the organisation. 1

Fails to identify the types of research and development undertaken by the organisation. 0

Question 4 - H1.2, H3.1

Investigate the quality assurance procedures used by the selected organisation. Marks

Extensive and detailed knowledge of all relevant quality assurance measures in place. 4-5

Sound knowledge of all relevant quality assurance measures in place. 3

Outlines two or more relevant quality assurance measures in place. 2

Lists one relevant quality assurance measures in place. 1

Fails to list any relevant quality assurance measures in place. 0


How does the organisation respond to consumer influences and trends? Marks

Provides an extensive and detailed explanation of consumer influences & trends on company decisions.

4-5

Describes the consumer influences & trends on company decisions. 3

Outlines some consumer influences & trends on company decisions. 2

Lists some consumer influences or trends on company decisions. 1

Fails to list any consumer influences or trends on company decisions. 0

Question 6 – H1.4

Evaluate the operations impact on the individual, society and environment. Marks

Makes a judgement about the impact the organisation has on the economy, the environment and society. The response critiques a range of ways the organisation impacts the relevant areas.

10-12

Explains the impact the organisation has on the economy, the environment and society. The response explains some ways the organisation affects the relevant areas.

7-9

Describes how the organisation impacts the economy, the environment and society. No real discussion of the impact is provided.

4-6

Outlines some areas of impact the organisation has on either the economy, the environment or society.

2-3

Offers no relevant discussion or only lists the impact the organisation has on either the economy, the environment or society or did not complete question.

0-1


Describes the career opportunities within the organisation. Marks

Describes the organisational structure and the opportunities for career advancement. 3-4

Outlines the organisational structure and the opportunities for career advancement. 2

Lists the organisational structure and lists some relevant opportunities for career advancement within the organisation.

1

Fails to identify the organisational structure and offers no discussion for career advancement within the organisation.

0


With reference to the selected organisation, select a local, state and federal piece of legislation with which the organisation must comply. Describe the selected legislation and explain how the company complies with each one.

Marks

Names and provides characteristics and features of a local, state and federal legislation. Clearly makes a link that illustrates how the selected organisation complies with the identified pieces of legislation.

12-15

Names and outlines a local, state and federal legislation. Provides a link that illustrates how the selected organisation complies with the identified pieces of legislation.

8-11

Names a local and/or a state and/or a federal legislation. Briefly outlines how the selected organisation complies with the identified pieces of legislation.

4-7

Names ONE piece of legislation from either local or state or federal. Lists how the selected organisation complies with the identified piece of legislation.

2-3

Makes reference to any relevant legislation and did not make a link of how it complies or did not complete the question.

0-1


Products offered by organisation. Include a list and pictures of products offered. Marks

Lists and provides pictures of numerous products offered by the organisation. 3-4

Lists and provides some pictures of the products offered by the organisation. 1-2

Did not list or provide any pictures. Did not complete the question. 0

Question 10

Bibliography Marks

Includes a comprehensive bibliography of where the information was sourced from and is correctly formatted according to the Appendix A of this task. Must be in alphabetical order.

4-5

Includes a bibliography of where the information was sourced from and is partially formatted according to Appendix A of this task. Was not in alphabetical order..

2-3

Did not complete a bibliography or only listed where information was sourced from. Did not follow the correct formatting as described in Appendix A of this task. Was not in alphabetical order.

0-1

Appendix A

Formatting Your Bibliography

NOTE: You must follow all formatting as per example. This includes use of capitals, spaces, brackets, full stops, italics, inverted commas.

Books Deevers, A B (2000), Disasters of the Twentieth Century, Macmillan Publishers Australia,

Melbourne, pages 9-20.

Journal Article

Morgan C H (2001), “Climatic change effects in the Gippsland Lakes region of Victoria”, in Journal

of Australian Climatology, Vol. 1, August, page 15.

Newspaper

Forsythe, Joan, “Sacred site under threat from tourists”, The Australian, 2 May 2000, page 5

Website

Livre, Joe, “The nation-state is dead”, 14 July 2000, www.democracy.com/nations/, visited on 02

March 2013

Surname & Initials

of Author

Year of publication Title of book in italics

The Publisher

Where it was

published Page numbers

Title of Article

Authors Name

Name of Journal in

italics Volume Number

Title of article in

inverted commas

Name of newspaper

in italics Date of publication

Authors Name

The date of the visit

Title of Website – if

known Document date – If

known

Full URL

http://www.democracy.com/nations/

HSC Mark Sheet – Task 1 Student Name: ______________________________

Total = /65

Percentage = %

Weighted Mark = /15

Task Rank ______ Course Rank ______

LEVEL OF ACHIEVEMENT OF OUTCOMES

OUTCOME ELEMENTARY DEVELOPING COMPETENT HIGHLY

DEVELOPED

H1.2 Examines the nature and extent of the Australian Food Industry.

H1.4 Evaluates the impact of the operation of an organisation within the Australian Food Industry on the individual, society and environment

H3.1 Investigates operations of one organisation within the Australian Food Industry.

Teacher Comment

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HSC COURSE

TAS

COURSE NAME: FOOD TECHNOLOGY UNIT: Australian Food Industry / Food manufacturing TIMING: As per examination timetable -Term week 10-11 2018 Date: TASK NUMBER: 2 MID COURSE EXAMINATION WEIGHTING: 20%

OUTCOMES: A student: H1.1 explains manufacturing processes and technologies used in the production of food products. H1.2 examines the nature and extent of the Australian food industry. H1.4 evaluates the impact of the operation of an organisation within the Australian food industry on the individual, society

and environment . H3.1 H5.1

investigates operations of one organisation within the Australian food industry. develops, realises and evaluates solutions for a range of food situations.

Syllabus Topics Examined:

Australian Food Industry

Sectors of the Australian Food Industry

- sectors of agri-food chain (agriculture and fisheries, food processing, food service and catering and food retail)

- emerging technologies in food production, manufacturing and packaging (biotechnology in genetically modified foods, ecologically sustainable production methods, such as organic farming)

Aspects of the Australian food industry Operations of organisations within the Australian food industry

- levels of operation and mechanisation - research and development - quality assurance - consumer influences (value adding) - impact on - environment (waste management packaging practices, production techniques and transportation) - economy (profit and changes in employment) - society (lifestyle changes) - career opportunities and working conditions

Policy and legislation

- advisory groups - local, state and federal policies and legislation including labelling requirements

ADDITIONAL NOTES: This is a formal assessment task in accordance with the Board of Studies and TLSC-The Entrance Campus guidelines. Refer to your Assessment Schedule booklet for details of your responsibilities and procedures to follow in the case of illness or misadventure. * The Campus Assessment Policy and procedures MUST be followed * Examinations must be completed on the date set in the examination timetable * Examinations completed late may receive ZERO (0) marks and an N Warning letter issued * Students should refer to the Policy sections on submission of work, plagiarism, illness and/or misadventure appeals, and the assessment task appeals process


HSC COURSE

TAS

COURSE NAME: FOOD TECHNOLOGY MODULE / UNIT: Food Product Development TIMING: Term 2, 2018 Week 7 DATE: PERIOD:

TASK NUMBER: 3 WEIGHTING: 35%

OUTCOMES: A student: 1.3 justifies processes of food product development and manufacture in terms of market, technological and environmental considerations 4.1 develops, prepares and presents food using product development processes

SITUATION: A food business wants to expand their range packet cake mixes. Their existing product line includes:

• Vanilla butter cake

• Chocolate cake with frosting

• Banana muffin

TASK: Brief: Your role is to develop, produce and market a creative line extension which will appeal to a time-poor and culturally diverse market. Research indicates that Australian consumers want nutritious ingredients, environmentally friendly packaging, milk and gluten free alternatives and exotic/international flavours. You will be required to document the development and realisation of your ideas through a folio.

1. ist your company name, describe the company image and target market, giving reasons for your choices.

2. Outline two criteria which will need to be addressed by your product. Link to the brief. 3. Generate a list of ideas for possible products. Screen this list and narrow options to 3 products.

Justify your screening decisions in terms of market, technological and environmental considerations.

4. Conduct market research on the 3 products. Analyse the results and identify the product most likely to be successful. ( This will be your prototype)

5. Describe four product specifications for your prototype. 6. Describe the production process required in the manufacture of the prototype. 7. Develop and test this prototype –including a sensory evaluation, consumer testing, packaging

tests and storage trials, analyse the results. 8. Propose a marketing plan for this line extension prototype to prepare your product for market

distribution. This must include the following: - Product planning - Price structure - Place and distribution system - Promotional plan

9. Evaluate the product in relation to the criteria established in part 2.

Marks 2 2 5 6 4 4 30 8 4 Total /65

ADDITIONAL NOTES: * The Campus Assessment Policy and procedures MUST be followed * Tasks must be completed or handed in on the due date during the regular class * Tasks that are handed in late may receive ZERO (0) marks and an N Warning letter issued * Students should refer to the Policy sections on submission of work, plagiarism, illness and/or misadventure appeals, and the assessment task appeals process

Marking Guidelines

Food Product Development Assessment Task 3 2018

Question 1 Outcome assessed 1.3

Lists company name, describes company image and target market giving appropriate reasons

for choices.

2 marks

Lists company name, image and target market 1 mark


Outlines two appropriate criteria needed to be addressed by your product and linked to the

brief.

2 marks

Lists one criteria needed to be addressed by your product 1 mark


Generates and screens a wide range of product ideas. Justifies screening decisions. 5 marks

Generates and screens a wide range of product ideas. Justifies some screening decisions. 4 marks

Generates and screens a range of product ideas. 2-3 marks

Generates some product ideas. 1 mark


Appropriate market research conducted and results analysed 6 marks

Market research conducted and analysis attempted. 4-5 marks

Market research conducted 2-3 marks

Some questions asked about possible products 1 mark

Question 5 Outcomes assessed 1.3

Describes four appropriate product specifications 3-4 marks

Lists or outlines product specifications 1-2 marks

Question 6 Outcomes assessed 1.3

Describes the production processes required 4 marks

Outlines some production processes requires 2-3 marks

Lists some production processes 1 mark


Prototype developed with sensory testing, consumer testing, packaging testing and storage

trials documented and analysed.

26-30 marks


trials documented and analysis attempted

21-25 marks


trials documented.

16-20 marks

Prototype developed with two or three of the following documented sensory testing,

consumer testing, packaging testing and storage trials.

11-15 marks

Prototype developed with one or two of the following documented sensory testing, consumer

testing, packaging testing and storage trials.

6-10marks

Prototype developed 1-5 marks


An appropriate marketing plan including the 4 P’s proposed 7-8 marks

Three of the 4 Ps described 5-6marks

One or two of the 4 P’s described 1-4 marks


Makes a judgement of the product in relation to established criteria. 3-4 marks

Makes a general judgement of product, not in relation to established criteria. 1-2 marks

Total Mark: / 65

Weighting 35% Result ___________

Task Rank ___________

Course Rank ___________

Student Name: ……………………………………..

Comments:

Outcomes assessed: H1.1 & H 4.2

Outcome Highly

Developed

Competent Developing Elementary

H1.3 Justifies processes of food product development and manufacture in terms of market, technological and environmental considerations

H4.1 Develops, prepares and presents food using food product development processes

The Australian Food Industry

The Australian food industry has developed in response to changes in our

physical, social, technological, economic and political environment. This is

evident in the structure, operations and products of the Australian food

industry. The industry contributes significantly to the gross domestic product

and is a major employer.

Outcomes A student: H1.2 examines the nature and extent of the Australian food industry

H1.4 evaluates the impact of the operation of an organisation within the

Australian food industry on the individual, society and environment

H3.1 investigates operations of one organisation within the Australian food

industry.

Students learn about: Students learn to:

Sectors of the Australian food industry

• sectors of the agri-food chain in the Australian food

industry, including agriculture and fisheries, food

processing/manufacturing, food service and catering,

food retail

• identify sectors within the Australian food industry

• plan and prepare foods/meals that reflect sectors of the

Australian food industry

• emerging technologies in food production,

manufacturing and packaging including biotechnology

in genetically modified foods, ecologically sustainable

production methods, such as organic farming

• investigate an emerging technology in ONE sector of

the Australian food industry

• discuss the potential risks and benefits of using

emerging technologies in food production and

manufacture

Aspects of the Australian food industry

• operation of organisations within the Australian food

industry with particular attention to:

levels of operation and mechanisation, including

household, small business, large companies,

multinationals

research and development

quality assurance

consumer influences such as value added foods

impact on the

environment including waste management,

packaging practices, production techniques, and

transportation

economy, eg generation of profit and changes in

employment

society including lifestyle changes,

career opportunities and working conditions

• describe the activities carried out in ONE organisation

within the food industry

• evaluate the impact of the operation of an organisation

on individuals, society and the environment

Policy and legislation

• advisory groups that have a role in formulating and

implementing policy and legislation

• government policies and legislation (local, state,

federal) that impact on the Australian food industry

including legislative requirements for labelling

• explain career opportunities and working conditions,

including gender issues within the Australian food

industry

• identify significant government policies and

legislation and explain their impact upon the

Australian food industry

Food Manufacture

Developments in food manufacture have an impact on society and the

environment.

A knowledge and understanding of food manufacturing processes informs

choices and encourages responsible patterns of consumption.

Outcomes

A student:

H1.1 explains manufacturing processes and technologies used in the production

of food products

H4.2 applies principles of food preservation to extend the life of food and

maintain safety.


Production and processing of food

• quality and quantity control in the selection of raw

materials for food processing

• role of food additives in the manufacturing process

• characteristics of equipment used in different types of

production and the factors influencing their selection

• production systems used in the manufacture of food,

eg small scale, large scale, manual, automated,

computerised

• describe processes that transform raw materials into

manufactured food products

• describe the processing techniques, equipment, storage

and distribution systems used in industry and compare

with those used domestically

• quality management considerations in industrial

practices to achieve safe foods for public

consumption, eg hazard analysis and critical control

point (HACCP); work health and safety and hygiene

• identify critical control points and describe quality

control procedures in food production systems

• identify food safety hazards and risks

Preservation

• reasons for preserving foods, eg safety, acceptability,

nutritive value, availability and economic viability

• causes of food deterioration and spoilage:

environmental factors (infestation, oxygen, light

and water)

enzymatic activity

microbial contamination (mould, yeast

and bacteria)

• principles behind food preservation techniques,

including temperature control and restriction of

moisture, exclusion of air and pH

• preservation processes, including canning, drying,

pasteurising, freezing and fermenting

• prepare food using the principles of food preservation

to ensure a safe product

Packaging, storage and distribution

• functions of packaging and types of materials

available

• current developments in packaging, including active

packaging; modified atmosphere packaging; sous vide

• storage conditions and distribution systems at various

stages of food manufacture

• investigate, through experimentation, the suitability of

packaging materials for different food products

Food Product Development

Food product development is an integrated system involving expertise in the

fields of marketing and manufacture. The food product development process

applies knowledge and skills developed through study of a range of areas,

including nutrition, food properties and food manufacture.

Outcomes

A student:

H1.3 justifies processes of food product development and manufacture in terms

of market, technological and environmental considerations

H4.1 develops, prepares and presents food using product development

processes.


Factors which impact on food product development

• external factors (macro-environment) that impact on food

product development, including the:

economic environment

political environment

ecological environment

technological environment

• internal factors (micro-environment) that impact on food

product development, including:

personnel expertise

production facilities

financial position

company image

• analyse commercial practices in terms of a food

company’s response to the macro and micro

environments

• conduct a SWOT analysis to identify strengths,

weaknesses, opportunities and threats

Reasons for and types of food product development

• drivers of the development of food products:

market concerns such as health, dietary considerations

and the environment

consumer demands such as convenience foods and cost

societal changes including increasing ageing population,

single person households and longer working hours

technological developments such as processing

equipment and packaging materials

company profitability such as increasing market share

• types of food product development:

line extensions

me toos

new to world

Steps in food product development

• design brief based on project aims and development criteria:

idea generation and screening

market research

product specifications

feasibility study

production process development

development of a prototype

testing product prototype, eg sensory evaluation,

consumer testing, packaging tests, storage trials

• describe different types of food products on the

market

• develop a food product that meets a consumer

need

Marketing plans

• product planning

• price structure

• place and distribution system

• promotional program

• plan suitable strategies for the marketing of a

specific food product

Contemporary Nutrition Issues

The decisions people make have social, economic, health and environmental

consequences. Raising, investigating and debating contemporary nutrition

issues enable individuals to make informed decisions and respond

appropriately.

Outcomes

A student:

H2.1 evaluates the relationship between food, its production, consumption,

promotion and health

H3.2 independently investigates contemporary nutrition issues

H5.1 develops, realises and evaluates solutions for a range of food situations.


Diet and health in Australia

• physical effects and economic costs of malnutrition

(under and over nutrition) and diet related disorders

• nutritional considerations for specific groups

• the role of the individual, community groups, the food

industry, government organisations and private

agencies in promoting health

• the production/manufacture of nutritionally modified

foods to meet consumer demand including a range of

functional foods such as fortified foods

• the role of ‘active non-nutrients’ in the diet,

eg phytochemicals, probiotics and fibre

• the role of supplements in the diet

• explain the consequences of malnutrition

• independently investigate and report on the health of a

group in Australia and develop a strategy to promote

optimum health through good nutrition for this group

• plan diets and prepare foods/meals to address dietary

requirements of specific groups

• discuss the relationship between nutritionally modified

foods and health

• discuss the role of ‘active non-nutrients’ in the diet

• debate the role of dietary supplements in a balanced

diet

Influences on nutritional status

• health and the role of diet in the development of

conditions, including obesity, diabetes, cardiovascular

disease, food sensitivity/intolerance/allergies

• lifestyle and the effect of cultural and social practices

on nutritional status

• media and ethical issues related to advertising

practices on food consumption such as the promotion

of ‘health’ foods and ‘fast’ foods

• describe the relationship between nutrient intake and

dietary disorders

• discuss ethical issues related to the responsible

advertising of food products

Glossary of Key Words

Account Account for: state reasons for, report on. Give an account of: narrate a series of

events or transactions

Analyse Identify components and the relationship between them; draw out and relate

implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/ determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/ categories

Compare Show how things are similar or different

Construct Make; build; put together item or arguments

Contrast Show how things are different or opposite

Critically

(analysis/

evaluation)

Add a degree or level of accuracy depth, knowledge and understanding, logic,

questioning, reflection and quality to (analysis/evaluation)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/ or against

Distinguish Recognise or note/ indicate as being distinct or different from; to note differences

between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide

why and/or how

Extract choose relevant and/ or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for

consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

Design Do or plan (something) with a specific purpose or intention in mind

How In what way or manner; by what means

Give an example Do exactly that and no more, but make sure it is specific to the rest of the

question

To what extent How much, to what degree or how many

Standards Packages

The Board of Studies reports student achievement in the Higher School Certificate in relation to standards. Students receive marks that relate to performance bands, where each band is described in a statement summarising the knowledge, skills and understanding typically demonstrated by students who have achieved that standard.

Standards packages have been produced by the Board of Studies to illustrate the standards established in Higher School Certificate courses. They include descriptions of the performance bands and how they are set, certain key statistical reports, and samples of responses typically produced by students whose achievements place them on the borderline between two bands.

http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/

http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/

hsc food technology student handbook · food technology the typical performance in this band: band...

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