Introduction

This unit requires students to understand what it means to be food insecure, and to evaluate the

possible reasons for being food insecure. Students investigate and evaluate different Australian

community programs which provide food and nutrition to the homeless, disadvantaged and/or

underprivileged communities. Students explore one program in detail including why it exists,

whom it targets and what, if any, specifications or guidelines exist for the type of food to provide.

Following this research, students design two recipes and cook one which could be used by their

selected program.

Key Message

We can prepare a variety of nutritious snacks, meals and drinks that meet personal, social,

cultural, economic and environmental needs.

This unit will enable students to:

Research, develop and modify menu plans and recipes to meet nutritional, cultural, social

and economic needs.

Plan, create and safely prepare a range of healthy dishes for themselves, families,

different cultural groups and/or others in their school community.

Research and demonstrate methods to modify recipes to improve nutritional content in line

with the Australian Dietary Guidelines.

Explore and critically evaluate the health implications of food safety systems in local and

global communities.

Food Aid

Food Aid

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Food Aid

Links to the Western Australian Curriculum*

Main learning area: DESIGN AND TECHNOLOGIES

WA curriculum strands WA curriculum sub strands/contexts

Knowledge and understanding

Technologies and society Social, ethical and sustainability considerations that impact on designed solutions Development of products, services and environments, with consideration of economic, environmental and social sustainability Food and fibre production Food and fibre production and/or marketing, and the generation of sustainable solutions Food specialisations Principles of food including safety, nutrition, preservation, preparation, presentation, physical and sensory properties and perceptions

Processes and production skills

Investigating and defining Identify and define the needs of a stakeholder, to create a brief, for a solution Investigate a selection of components/resources to develop solution ideas, identifying and considering constraints Designing Apply design thinking, creativity and enterprise skills Design solutions assessing alternative designs against given criteria, using appropriate technical terms and technology Producing and implementing Select, and safely implement and test appropriate technologies and processes, to make solutions Evaluating Evaluate design processes and solutions against student-developed criteria Collaborating and managing Work independently, and collaboratively to manage projects, using digital technology and an iterative and collaborative approach. Considers time, cost, risk and safety

Additional links to the Western Australian Curriculum

* https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

Additional learning areas Strands Sub strands/contexts Humanities and Social Sciences Knowledge and understanding

Geography

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Links to the Australian Curriculum*

Main learning area: DESIGN AND TECHNOLOGIES

Australian curriculum strands Australian curriculum content descriptions

Knowledge and understanding

Critically analyse factors, including social, ethical and sustainability

considerations, that impact on designed solutions for global preferred

futures and the complex design and production processes involved

(ACTDEK040)

Investigate and make judgments, within a range of technologies

specialisations, on how technologies can be combined to create

designed solutions (ACTDEK047)

Critique needs or opportunities to develop design briefs and investigate

and select an increasingly sophisticated range of materials, systems,

components, tools and equipment to develop design ideas

(ACTDEP048)

Develop, modify and communicate design ideas by applying design

thinking, creativity, innovation and enterprise skills of increasing

sophistication(ACTDEP049)

Develop project plans using digital technologies to plan and manage

projects individually and collaboratively taking into consideration time,

cost, risk and production processes (ACTDEP052)

Processes and production skills

Additional links to the Australian Curriculum

* https://www.australiancurriculum.edu.au/f-10-curriculum/learning-areas/

Additional learning areas

Australian curriculum strands

Australian curriculum sub-strands

Australian curriculum content descriptors

Humanities and Social Sciences Humanities and Social Sciences

Civics and Citizenship Skills Geography

Analysis, synthesis and interpretation Geographical knowledge and understanding

Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)

The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)

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General capabilities

The Australian Curriculum describes seven general capabilities which extend across each

learning area. Their relevance to learning tasks in this unit is indicated below:

Learning Task Literacy Numeracy ICT

capability

Critical

and

creative

thinking

Ethical

understanding

Personal

and

social

capability

Intercultural

understanding

Providing food

aid

Helping hands

On reflection

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Food Aid

Unit Overview

Learning Task Suggested time

allocation

Resources needed

Introducing Key Messages

1. Providing food aid

This learning task introduces

the concept of food

insecurity and explores

assistance available for food

insecure families and

individuals.

60 minutes

THEORY

Internet and computer access

Library resources

Providing food aid Activity sheet – 1 per pair

Food aid programs Activity sheet for

teachers – 1 per class

Poster materials, portfolio materials

(optional)

Developing Key Messages

2. Helping hands

This learning task requires

students to critically assess

and evaluate recipes

suitable for the food

assistance program

researched in learning task

one. A series of

considerations are provided

to students to assist their

critical thinking and recipe

designs.

PART A:120 mins

THEORY

Internet and computer access

Cost my recipe Activity sheet – 1 per pair

Helping hands Activity sheet – 1 per pair

Poster materials, portfolio materials (optional)

This practical task allows

students to prepare a

selected recipe.

PART B: 60 mins

PRACTICAL

Cooking utensils and equipment

Ingredients for selected recipe

Digital camera

Reflecting Key Messages

3. On reflection

This learning task requires

students to reflect on their

cooking experience and

evaluate their selected

recipe.

60 minutes

THEORY Photos from learning task two

Poster materials, portfolio materials

(optional)

Computer access (optional)

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Teacher Information

Some learning tasks require handling of food. Before commencing any of these learning

tasks:

Check students do not have allergies or sensitivities to foods used.

Ensure included food and drinks are culturally acceptable.

Refer to food and drinks from other cultures in relevant class discussions.

Most learning tasks require prior preparation; therefore refer to the Resources needed list

below before commencing each learning task.

Learning Task Useful information and resources to deliver this Learning Task

1. Providing food

assistance

Food insecurity occurs when an individual is unable to attain

enough safe and nutritious food to meet their nutritional needs

and food preferences for an active and healthy lifestyle.

Food assistance organisations in Australia respond to the issue of

food insecurity by providing free or low cost food items to

individuals, families and communities.

This learning task introduces students to different community

programs which exist to provide food and nutrition to the

homeless, disadvantaged and/or underprivileged communities.

You may prefer to highlight those operating in your area.

Food insecurity can affect:

o Males and females

o Children

o Elderly

o Single people and families

o Students

o Unemployed and employed people

o Retired people

There are many reasons why someone may access a food

assistance program. Some examples may be:

o Financial difficulties including unexpected and unavoidable

expenses

o Lack of access to food due to isolated location (e.g. living

in rural or remote areas), transportation difficulties

o Lack of nutrition knowledge and motivation to prepare

meals.

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The period of time for an individual or family to access a food

relief program or organisation varies depending on their own

circumstances.

Being food insecure can be a precursor to ill health and poverty.

This article provides further information on why a person may be

food insecure.

https://aifs.gov.au/cfca/publications/food-insecurity-australia-what-it-who-experiences-it

2. Helping hands

Reference to the Australian Guide to Healthy Eating may be required in this learning task. Refer to the Australian Guide to Healthy Eating teacher information sheets for healthy diet information.

http://www.refreshedschools.health.wa.gov.au/wp-content/uploads/2014/04/Australian-Guide-to-Healthy-Eating.pdf

For more comprehensive information see Eat for Health: Educator Guide

https://www.eatforhealth.gov.au/sites/default/files/content/The%20Guidelines/n55b_educator_guide_140321_1.pdf

Recipe costing – https://shop.coles.com.au/a/a-national/everything/browse https://www.woolworths.com.au/Shop/Discover/shopping-online

Reflecting Key Messages

3. On

reflection

Reflective questions to be displayed on the board.

No additional information required.

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Introducing Key Messages Learning Task One: Providing food aid

THEORY

1. Explain to the class we will be exploring what it means to be food insecure and

organisations which are available to provide food for those who are at risk of or are food

insecure.

2. Write the question on IWB/WB “What does food insecurity mean to you?” Conduct a think

pair share and record responses as a brainstorm.

3. Show the Foodbank WA Report – Video and info-graphic as an introduction.

https://www.foodbankwa.org.au/hunger-in-wa/foodbank-hunger-report-2017/ or YouTube video on Foodbank’s Hunger report 2016 https://www.youtube.com/watch?v=QvyFNbqQ3Sw (2 min 42 sec)

4. Reflect on the video and ask the class again what they consider to be food insecurity,

adding new ideas and concepts to the brainstorm on IWB.

5. Place class into pairs, and provide Food aid programs Activity sheet of food relief

organisations and programs which exist within Western Australia as a guide.

6. Explain that each pair will explore a program (can be on the list or another) which provides

support to the homeless, disadvantaged, and/or underprivileged communities.

7. Encourage students to find a specific program or organisation which delivers meals rather

than focusing on an organisation which distributes food parcels and/or food vouchers.

8. Distribute the Providing food aid Activity sheet to each pair.

9. Explain this activity sheet provides guidelines in terms of what each pair must research and

investigate once they have selected a program.

10. Explain the research findings can be provided in a format of each pair’s choice. For

example, a display portfolio, blog, PowerPoint or poster.

11. Using the internet and/or library resources, each pair is provided time to search and

discuss what program they would like to investigate and how they would like to present

their research findings.

12. In their pairs, students work through the Providing food aid Activity sheet. (Research notes

can be made on this Activity sheets or in the students’ workbooks).

13. Discuss the research findings as a class.

Ask:

o What program did you choose and why?

o Who does this program target?

o What are two interesting facts you have found?

14. If time permits, students can begin writing up their findings from their research notes in

their chosen format. If time is short, writing up can be set as a homework. task.

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Developing Key Messages Learning Task Two: Helping hands

PART A: THEORY

1. In the same pairs as learning task one, students research and develop two meal

(breakfast, lunch or dinner) recipes which would be suitable for their selected program in

learning task one.

2. Provide each pair with Activity sheet - Recipe checklist for food assistance program, as

they take into consideration the following criteria and record their answers:

Who is the target audience? E.g. A family. Is your recipe suitable for a family?

How does the program receive its food? Is it donated by farmers, manufacturers or

retailers? Is it purchased? How would this influence the ingredients you choose for your

two meals?)

What are the food safety practices? How is the food transported, sorted and

prepared? Does the program pre-cook meals and deliver them? If so, how will this

influence the ingredients you choose and/or how you would wish for the meals to be

transported for it to be safe?

What is the Cost? Is the cost of the recipe realistic for the specified program?

How complex/difficult is the recipe? Consider time constraints for cooking meals and

the skills of the people cooking, simplistic meals with commonly used ingredients are

best.

Is the meal nutritious? The selected recipes are to be healthy and nutritious including

as many of the five food groups as possible. What food groups are included in the

meal?

3. After each pair has selected and planned their two recipes, they write these up along with

the information from learning task one in the previously chosen format. (A display portfolio,

blog, Powerpoint or poster.) If time does not permit, this can be set as a homework task.

4. The Helping hands recipes Activity sheet can be used as guidance for what needs to be

included in the write up of each recipe.

5. Group each pair with another pair. In these groups, each pair presents what program they

investigated, what recipes they chose and why.

6. After listening to this information, the other pair selects which one out of the two recipes

will be prepared.

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PART B: PRACTICAL

7. In their original pairs, students prepare the selected recipe. Modifications to ingredient

quantities may be required depending on how many the recipe is to serve.

8. Remind students to practice the Four Cs (clean, cook, chill, cover) of food safety whilst

preparing their meal.

9. Ask students to take photos throughout the preparation and cooking process.

10. Encourage students to focus on photos which demonstrate the use of food safety and

hygiene practices, demonstrate specific cooking skills and show the final product.

11. Once everyone has finished preparing and cooking their recipes, each pair regroups with

their group from Step 5 to taste test each other’s meals.

12. Encourage groups to provide feedback to each other.

13. Walk around the class listening to feedback and clarify any questions or comments made.

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Reflecting on Key Messages Learning Task Three: On reflection

THEORY

1. Using the photos taken in learning task two, each pair writes a reflective writing piece on

their experience cooking their selected recipe.

2. In this reflective writing piece, students are to describe (write these on the board):

o What recipe did you prepare?

o What food safety and hygiene practices did you use and why?

o What new cooking skills did you learn?

o What would you change if you were to make your recipe again?

o Do you think your selected program could use this recipe (why/why not)?

o How has this learning task changed your understanding of the term Food Insecurity?

3. This reflective writing piece should be written up in the same format selected by the pair in

learning task one and two.

4. At the end of this unit, each pair should have one display portfolio, blog, PowerPoint or

poster which summarises their work from this unit.

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Additional activities Classroom

o Design a message of no more than 140 characters to inform the public about your

selected program. The message should be designed to be put on social media i.e.

Facebook or on Twitter.

o Contact the food assistance organisation or program and have your class offer to

volunteer for a day helping prepare meals for those in need e.g. Foodbank WA.

Whole school

o Contact a food assistance organisation to see if your school can assist them by

arranging a food collection, or hamper drive.

o Facilitate a whole school Breakfast Program to provide a healthy breakfast for

students. https://www.foodbankwa.org.au/school-breakfast-program/

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Assessment activities Design and Technologies

Students investigate one food assistance program for the homeless, disadvantaged

and/or underprivileged in our community using the Providing Food Assistance design task.

They consider their findings and design a menu item suitable for the selected program.

They produce and evaluate the success of the design, then present findings and report a

summary of the selected food assistance program to the class.

A sample assessment task with marking key is available at:

http://www.refreshedschools.health.wa.gov.au/wp-content/uploads/2018/10/Year-9-Food-

Aid-DT-Sample-Assessment-Task.pdf

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Food assistance programs

Teacher resource

Organisation

Description

Foodbank WA – WA School Breakfast Program https://www.foodbankwa.org.au/

The WA School Breakfast Program set up in 2001 now reaches over 450 schools across the state from Kalumburu and Kununurra in the north to Esperance and Albany in the south, to remote schools along the South Australia/Northern Territory borders.

The Program directly reaches over 18,000 children, serving over 45,000 breakfasts and 19,000 'emergency' meals per week.

Foodbank WA supplies School Breakfast Program food products to registered schools free of charge, to ensure that all students have an equal opportunity to receive a wholesome, nutritious breakfast on a regular basis.

Non-perishable SBP products include canned fruit in natural juice, wheat biscuits, Vegemite, canned spaghetti, canned baked beans, UHT milk, and oats. Where possible (subject to availability) schools are able to access fresh produce, including bread, fresh fruit and vegetables, fresh milk and yoghurt.

Brother of St Laurence – Good Food Matters https://agedcare.bsl.org.au/care-at-home/good-food-matters/

Good Food Matters is an in-home nutritional care service offered to people living in the southern region of Melbourne.

Through the program, community meal attendants visit clients at home and prepare meals with them on a weekly or fortnightly basis, or as frequently as the client requests. They may also shop for groceries together.

Good Food Matters helps older people and people with a disability eat healthily, live independently and stay connected to their community.

Australian Red Cross - Good Start Breakfast Clubs https://www.redcross.org.au/about-us/how-we-help/food-security/australian-red-cross-breakfast-clubs

Good Start Breakfast Clubs provide a healthy breakfast and nutrition information for thousands of school kids, who may otherwise go to school hungry, in areas of greatest need around Australia.

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Organisation Description

Meals on Wheels https://mealsonwheels.org.au/

While age and disability may reduce some people's capacity to get out and about, Meals on Wheels helps make it possible to stay in their homes, where most are happiest, and maintain some independence.

Delivery of nutritious meals, social interaction and regular visits ensure a clients’ wellbeing and can help people live the lives they choose.

UnitingCare West – Food Rescue http://www.foodrescue.org.au/ https://www.unitingcarewest.org.au/get-involved/food-rescue-cargo-carts

Food Rescue is an entirely philanthropically funded program servicing disadvantaged people in Western Australia.

It aims to alleviate hunger by rescuing perishable, fresh and nutritious food from cafes, caterers, supermarkets and wholesalers and delivering it to disadvantaged, vulnerable people.

The program assists a variety of people in need including people experiencing homelessness, women and children in crisis, vulnerable young people, indigenous communities, elderly people, refugees and new arrivals and families on low incomes.

Prepare- produce – Provide https://prepareproduceprovide.wordpress.com/ https://www.prepareproduceprovide.org/about-us/

Prepare Produce Provide is a small, volunteer run, not for profit organisation.

It aspires to engage youth in the community through food and at the same time give back to the community and those in need.

It aims to foster: education and training, positive stereotypes, and cultural exchange opportunities.

The project involves teachers and students working with prominent Perth hotels and restaurants, to produce 5000 meals for people in need.

The food required to produce the meals is supplied by Foodbank and other sponsors. They seek to “give back to the community and those in need.” They solely rely on community donations and receive no Government funding.

Manna https://www.manna.org.au/

Manna is a compassionate charitable organisation providing hope and dignity to the hungry, the lonely, the disadvantaged and the underprivileged community in Perth, WA. From what began as the simple act of feeding a few homeless people in a park, Manna has grown to become one of the largest providers of meals to the homeless and disadvantaged people in Perth.

Provides a range of services, including Manna Soup Kitchen, Manna Kids Breakfast Program, Food and Care Hamper Program

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Providing food assistance

Activity sheet

Program Name:_____________________________________________________

Describe the program including its

history purpose location

What do they do?

How long has it existed?

Why does it exists?

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Define who the primary target group is for this program.

Identify and explain any specifications or guidelines which exist for the type of food they are to provide for their target group.

How does the program receive its food? Is it donated by farmers, manufacturers or retailers? Is it purchased?

What are the food safety practices? How is the food transported, sorted and prepared? Does the program pre-cook meals and deliver them?

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Recipe checklist for food assistance program

Activity sheet

Checklist Recipe Selection 1

Name ______________________

Recipe Selection 2

Name ______________________ Who is the target group? e.g. A family Is your recipe suitable for a family?

How does the program receive its food? Is it donated by farmers, manufacturers or retailers? Is it purchased? How would this influence the ingredients you choose for your two meals?

What are the food safety practices? How is the food transported, sorted and prepared? Does the program pre-cook meals and deliver them? If so, how will this influence the ingredients you choose and/or how you would wish for the meals to be transported for it to be safe?

What is the cost? Is the cost of the recipe realistic for the specified program?

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Checklist Recipe Selection 1

Name ______________________

Recipe Selection 2

Name ______________________ How complex/difficult is the recipe? Consider time constraints for cooking meals and the skills of the people cooking, simplistic meals with commonly used ingredients are best.

Is the meal nutritious? The selected recipes are to be healthy and nutritious including as many of the five food groups as possible. What food groups are included in the meal?

Other considerations:

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

How to cost a recipe

Activity sheet

Cost of item X

Quantity used in the

recipe

=

Total cost of the ingredient in this recipe

Size of the item

(weight or quantity)

For Example

Ingredient Quantity you will use

Cost and quantity of the item when purchased

Calculate the cost per item or quantity

Calculate the cost per quantity used

Total cost

Rice 150g $3.20/1kg $3.20 ÷1000 = $0.0032

$0.0032 x 150 $0.48

Egg 2 $5.50/12 $5.50 ÷ 12 = $0.46

$0.46 x 2 $0.92

How to calculate the cost per serve

÷

The number of serves as

per the recipe

=

Total cost of one serve Total cost of all the ingredients

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Costing a recipe

Activity sheet

Recipe option 1

Title __________________________________________________

Source ________________________________________________

Convert recipe to serve 2

Ingredient Quantity you will use

Cost and quantity of the item when purchased

Calculate the cost per item or quantity

Calculate the cost per quantity used

Total cost

TOTAL

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Costing a recipe

Activity sheet

Recipe option 2

Title __________________________________________________

Source ________________________________________________

Convert recipe to serve 2

Ingredient Quantity you will use

Cost and quantity of the item when purchased

Calculate the cost per item or quantity

Calculate the cost per quantity used

Total cost

TOTAL

www.refreshedschools.health.wa.gov.au

www.facebook.com/refreshedschools

Helping hands Activity sheet

Name of recipe:

Serving size: Quantity: Ingredients:

Method:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________