TUGGERAH LAKES SECONDARY COLLEGE

THE ENTRANCE CAMPUS

Year 11 HSC FOOD TECHNOLOGY

STUDENT HANDBOOK

Contents of Handbook

Course Description

Scope and Sequence

Assessment Schedule

Band Descriptors

Food Availability and Selection Syllabus

Food Quality Syllabus

Nutrition Syllabus

Glossary of Key Words

Assessment Task 1

Assessment Task 2

Assessment Task 3- Year 11 HSC Examination

Course: Food Technology

Course No: 15180

2 units for 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

Year 11 Course – Food Technology 201 8

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 1 FAS

Term 2:2018

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Term 3: 2018

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Task 2 orders

Task 2 Food Quality

Revision Task 3 Yearly Exams

Food Availability & Selection 8 weeks Food Quality 11 weeks

Food Quality 11 weeks

Nutrition

Nutrition 8 weeks

Year 11 Food Technology 2018

TASK WHEN TOPIC/S TYPE OF TASK OUTCOMES VALUE

1

Term 1

Week 8

Food Availability and Selection

Research and practical P1.2, P4.2 30%

3

Term 3

Week 3 and 5

Food Quality Practical, research, and evaluation

P2.2, P3.2, P4.1,P4.4

40%

4

Term 3

Weeks 9 and 10

Food Availability and Selection, Food Quality and Nutrition

Yearly Examination P1.1, P1.2, P2.1, P2.2, P3.1, P4.3, P5.1

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

8 Content: Food Technology Stage 6 Preliminary Course 8.1 Food Availability and Selection Communities endeavour to obtain an adequate supply of food. Throughout human history, the availability of food has been determined by local and/or external influences. Selection of food is influenced by physiological and psychological factors as well as broader social and economic factors.

Outcomes A student:

P1.1 identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods

P1.2 accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors

P4.2 plans, prepares and presents foods which reflect a range of the influences on food selection.

Students learn about: Students learn to:

Influences on food availability • historical changes to the availability of food,

including: − global migration of cultural groups − use of foods native to Australia

• technological developments influential on food availability, including: − production and manufacturing

processes and equipment techniques − storage and distribution techniques − marketplace practices

• social, economic and political influences on food availability, including: − effects of poverty and affluence − type and state of the economy − government policy, eg taxation, embargoes,

subsidies, war, export strategies

• outline the historical changes to food availability in Australia

• debate the issue of social justice in relation to food consumption in developed and developing regions of the world

Factors affecting food selection • physiological factors, including:

− hunger, appetite, satiety − nutritional requirements, eg age, gender, size,

activity level − reactions to food, eg appearance, odour, taste,

allergy − psychological factors, including: − values, beliefs, habits, attitudes, emotions, self-

concept, experiences • social factors, including:

− traditions and culture − lifestyle, eg employment, education, household

structures, roles, geographic location, interests − social interaction, eg peer group, family hospitality − media

• economic factors, including: − the marketplace (retail and purchasing practices) − resource availability such as food processing

equipment and food preparation skills − occupation and finances

• explain how various factors influence selection of food by individuals and groups

• prepare foods that reflect various factors influencing food selection

• investigate current food consumption and expenditure patterns in Australia

• analyse the eating patterns of a selected group to identify influences on food selection

8.2 Food Quality Quality food products result from safe and hygienic handling of food in domestic, commercial and industrial settings. The sensory characteristics and functional properties of food determine the most appropriate storage, preparation and presentation techniques used.

Outcomes A student:

P2.2 identifies and explains the sensory characteristics and functional properties of food

P3.2 presents ideas in written, graphic and oral form using computer software where appropriate

P4.1 selects appropriate equipment, applies suitable techniques and utilises safe and hygienic practices when handling food

P4.4 applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products.

Students learn about: Students learn to:

Safe storage of food • methods of storing foods to maintain quality such as

dry storage, cold storage and freezing • describe methods of storing foods to maintain sensory

characteristics and ensure safety

Safe preparation and presentation of food • equipment and utensils to produce quality food

products across a range of settings

• safe and hygienic work practices when handling food

• preparation methods to produce food products across a range of settings

• layout of food for visual appeal, including styling for photography and plating for service

• select appropriate equipment and utensils to produce quality food products across a range of settings

• implement safe and hygienic work practices when handling food

• select and apply suitable preparation methods to produce quality food products and plate meals for service across a range of settings

• style foods for photography

Sensory characteristics of food • sensory characteristics of foods, including appearance,

odour, taste (flavour) and texture (mouth feel) • sensory assessment of a variety of foods

• identify sensory characteristics that constitute quality in a variety of foods

• evaluate the appeal of foods using sensory assessment

Functional properties of food • functional properties of food, including:

− the role of proteins in denaturing, coagulation, gelation, foaming and browning

− the role of carbohydrates in gelatinising, dextrinising, caramelising and crystallising

− the role of fats in emulsifying and aerating

• explain some of the functional properties of food • identify the factors that affect the functional properties

of food

• factors that affect the functional properties of food, including: − oxygen − temperature − acidity − agitation − enzymes − addition of other ingredients

• investigate through experimentation the factors that affect the functional properties of foods

• prepare a range of foods which demonstrate the functional properties of food

8.3 Nutrition Nutrition is a significant factor contributing to the health of the individual and to the economic and social future of the people of Australia. Planning diets to meet the requirements of particular individuals, preparing foods that are nutritious and assessing the nutritional value of products requires knowledge of nutrition and skills in food preparation.

Outcomes A student:

P2.1 explains the role of food nutrients in human nutrition

P3.1 assesses the nutrient value of meals/diets for particular individuals and groups

P3.2 presents ideas in written, graphic and oral form using computer software where appropriate

P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups

P5.1 generates ideas and develops solutions to a range of food situations.

Students learn about: Students learn to: Food nutrients • food nutrients: carbohydrates, proteins, lipids,

vitamins, minerals and water

• structure of carbohydrates, proteins and lipids

• sources of carbohydrates, proteins, lipids, vitamins, minerals and water

• functions of carbohydrates, proteins, lipids, vitamins, minerals and water in the body

• significant interrelationships between nutrients, including: − iron and vitamin C − iron and fibre − calcium and phosphorous − calcium and vitamin D − calcium and fibre − calcium and lactose − folate and vitamin B12 − sodium and potassium

• identify food nutrients

• identify types of carbohydrates, proteins, lipids and vitamins

• identify the nutrient composition of various foods

• explain the functions of food nutrients in human nutrition

• combine foods to demonstrate nutritionally beneficial interrelationships between foods

• digestion, absorption and metabolism of food • describe the process of digestion, absorption and metabolism of food

Diets for optimum nutrition • nutritional requirements throughout the life cycle

• investigate the recommended dietary intake of energy, protein, vitamins and minerals for particular individuals and groups using appropriate data such as RDI tables in print or electronic format

• current food selection guides and nutritional information that assist in planning and evaluating meals/diets

• select foods to provide a balanced intake of nutrients for particular individuals and groups to meet a variety of nutritional needs

• preparation techniques to produce nutritious foods • use suitable preparation methods to optimise the nutritional value of foods

• assess meals/diets in regard to meeting nutritional needs throughout the life cycle

• plan, prepare, present and evaluate meals/diets that address the needs for optimal nutrition throughout the life cycle

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

Thursday Tuggerah Lakes Secondary College The Entrance Campus

YEAR 11 COURSE TAS

COURSE NAME: FOOD TECHNOLOGY MODULE / UNIT: Food Availability and Selection TIMING: Term 1 2018 Week 5- food orders Date: ___________ Week 8- task (written and Practical) Date: ___________ TASK NUMBER: 1 WEIGHTING: 30% OUTCOMES: A student: P1.2 accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors P4.2 plans, prepares and presents foods which reflect a range of influences on food selection

TASK: Task- You are required to research and prepare a report on Food Availability and Selection. You are then required to prepare and present a sandwich in class. In your report you are expected to discuss all of the areas listed below. Your report should be no more than 1000 words and a printed paper copy must be presented for assessment in a plastic sleeve.

Select one of the following three people listed to research and prepare your report: • An active, female, teenage vegetarian • An inactive adult with heart disease working in a sedentary job • An active toddler of an unemployed single parent

Question 1 Outcome P1.2 Account for how each of the following would influence the selection of food for their situation.

i) Physiological (gender, body size, hunger, age and health status). 10 ii) Psychological (values, beliefs, habits, emotions and self-concept). 10 iii) Social (culture and tradition, lifestyle and social interaction). 10 iv) Economic factors (food cost, the marketplace, available resources, occupation and finances). 10

Question 2 Outcome P4.2 Plan a complete day’s menu for the individual, including all meals, drinks and snacks. Analyse how appropriate physiological, psychological, social and economic factors are reflected in the menu choices.

10

Question 3 Outcome P4.2 Design a sandwich suitable for the individual and submit a list of the ingredients to your teacher in Week 5 (enough for one serve). This sandwich is to be constructed in Week 8 on the date the report is due. You will be expected to be prepared with equipment for the practical, work hygienically and safely, have a work flow plan, use garnishes or decorations and be completed on time. Note: NO PEANUTS OR PEANUT PRODUCTS TO BE INCLUDED

10

Total /60 You will be assessed on a completed report of approximately 1000 words and your preparation and presentation of a menu item which demonstrates your ability to:

• Account for individual and group food selection, in terms of physiological, psychological, social and economic factors. • Plans, prepares and presents foods which reflect a range of influences on food selection.

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) 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

Tuggerah Lakes Secondary College – the Entrance Campus Year 11 Food Technology

Marking Guidelines - Assessment Task 1 2018 Question 1 (i) 0utcome assessed P1.2

Demonstrates extensive and detailed knowledge for how physiological factors influence food selection 9-10 marks

Demonstrates a thorough knowledge and understanding of the characteristics and features of how physiological factors influence food selection 5-8 marks

Displays limited understanding of how physiological factors influence food selection 3-4 marks Recalls some physiological factors 1-2 marks

Question 1 (ii) 0utcome assessed P1.2

Demonstrates extensive and detailed knowledge for how psychological factors influence food selection 9-10 marks

Demonstrates a thorough knowledge and understanding of how psychological factors influence food selection 5-8 marks

Displays limited understanding of how psychological factors influence food selection 3-4 marks Recalls some psychological factors 1-2 marks Question 1(iii) Outcome assessed P.1.2

Demonstrates extensive and detailed knowledge for how social factors influence food selection 9-10 marks

Demonstrates a thorough knowledge and understanding of how social factors influence food selection 5-8 marks

Displays limited understanding of how social factors influence food selection 3-4 marks Recalls some social factors 1-2 marks Question 1(iv) Outcome assessed P1.2

Demonstrates extensive and detailed knowledge for how economic factors influence food selection 9-10 marks

Demonstrates a thorough knowledge and understanding of for how economic factors influence food selection 5-8 marks

Displays limited understanding of how economic factors influence food selection 3-4 marks Recalls some economic factors 1-2 marks Question 2 Outcomes assessed P4.2

Demonstrates an extensive and detailed knowledge of and the relationship between physiological, psychological, social and economic factors and their application to a complete day’s menu plan

9-10 marks

Demonstrates a thorough knowledge and understanding of factors reflected in the menu plan 6-8 marks Displays limited understanding of some factors reflected in the menu plan 3-5 marks Menu plan completed 2 marks Some aspects of plan attempted 1-mark Question 3 Outcomes assessed P4.2

Prepared (hygiene &safety), organised, clean clear work area. Effective work flow, creative use of decorations or garnishes and finished on time. Clearly suitable for the individual.

9-10 marks

Prepared (hygiene &safety), clean clear work area. Effective work flow, food presented well with some use of garnishes or decoration and finished on time. Suitable for the individual.

5-8 marks

Prepared (hygiene &safety), cluttered work area with cleaning incomplete. Ineffective work flow, some effort at presentation displayed and not finished on time and/or suitable for the individual.

1-4 marks

Year 11 HSC Mark Sheet – Task 1 Student Name: ______________

Total = /60 Weighted Mark = /30

Task Rank ___/___ Cumulative Rank ___/___

LEVEL OF ACHIEVEMENT OF OUTCOMES

OUTCOME ELEMENTARY DEVELOPING COMPETENT HIGHLY DEVELOPED

P1.2 Accounts for the individual and group food selection patterns in terms of psychological, social and economic factors

P4.2 Plans, prepares and presents foods which reflect a range of influences on food selection

Teacher Comment

Tuggerah Lakes Secondary College The Entrance Campus

Year 11 COURSE TAS FACULTY

COURSE NAME: FOOD TECHNOLOGY MODULE / UNIT: Core Strand: Food Quality

TIMING: Term 3 Week 5 2018 DATE:______________ PERIOD: _______

TASK NUMBER: 2 WEIGHTING: 40% OUTCOMES: A student: P2.2 identifies and explains the sensory characteristics and functional properties of food. P3.2 presents ideas in written, graphic and oral form using computer software where appropriate. P4.1 selects appropriate equipment, applies suitable techniques and utilises safe and hygienic practices when handling food. P4.4 applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products TASK: You are to create a lemon meringue pie using the attached recipe during lessons in Week 5. (outcomes 4.1 and 4.4 assessed) Note: The Lemon Meringue Pie is prepared in class during week 5. Students who fail to complete the lemon meringue pie in class will need to prepare it at home. Marks Using this experience and class notes from the Food Quality unit you are also required to complete the following questions. This should be word processed:

1. A sensory evaluation of your lemon meringue pie (outcome 2.2 assessed).

10

2. The attached quiz on equipment, techniques and the hygienic and safe practices used during the creation of the lemon meringue pie (outcome 4.1 assessed).

10

3. An explanation of how the functional properties of the ingredients have been used in

your pastry, filling and meringue of this recipe (outcomes 4.4 and 2.2 assessed).

30

4. A recipe card for the lemon meringue pie. You must include a photograph of your pie

on your recipe card (outcome 3.2 assessed).

10

Total /60

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

COURSE NAME: FOOD TECHNOLOGY MODULE / UNIT: Core Strand: Food Quality

TIMING: Term 3 Week 5 2018 DATE:______________ PERIOD: _______

TASK NUMBER: 2 Part 2 WEIGHTING: 10 marks of 60 STUDENT NAME______________________

PART 2 QUIZ Selecting appropriate equipment, suitable techniques and utilising safe and hygienic practices when handling food Marks Question 1 List the equipment you used and briefly state its purpose in the preparation of your lemon meringue pie. Include equipment used for the pastry, filling and meringue. Equipment Purpose (i)Pastry ____________ _________________________________________________ ____________ _________________________________________________ ____________ _________________________________________________ ____________ _________________________________________________ ____________ ________________________________________________/1 (ii)Filling ____________ _________________________________________________ ____________ _________________________________________________ ____________ _________________________________________________ ____________ _________________________________________________ ____________ ______ __________________________________________ /1 (iii)Meringue ____________ _________________________________________________ ____________ _________________________________________________ ____________ _________________________________________________ ____________ _________________________________________________ _ ___________ ________________________________________________/1 Question 2 Outline two food preparation techniques you applied in the making of your lemon meringue pie. (i)____________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________/1 (ii)_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________/1

Question 3 Describe two practices you used to ensure safety while handling food in the construction of your lemon meringue pie. (i)_____________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________/1 (ii)_____________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________/1 Question 4 Explain (cause and effect) three hygienic practices utilised when handling food in the making of your lemon meringue pie. (i)_____________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________/1 (ii)_____________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________/1 (iii)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________/1 TOTAL /10

Lemon Meringue Pie

INGREDIENTS (2 portions) PROCEDURE

PASTRY

1 ¼ cups Self Raising Flour

1T Cornflour

Pinch salt

90g butter

1 egg

¼ cup sugar

LEMON FILLING

2T Corn flour

20gm Butter

½ cup sugar

2T Plain flour

2 Lemons

2 egg yolks

1 cup boiling water

MERINGUE

4T Sugar

2 egg whites

EXTRA

4 small foil pie plates

PASTRY 1. Sift self-raising flour, cornflour and salt. 2. Rub in butter. 3. Mix into a dry dough with beaten egg and sugar. 4. Turn onto a floured board, and roll out lightly to fill a pie plate. 5. Use a fork and prick the dough base. Bake in moderate oven

(180°C) for about 25 minutes. FILLING 1. Zest the rind of one lemon. Juice both lemons. 2. Blend flour, cornflour and sugar in a saucepan with the lemon

juice. 3. Add boiling water and cook, stirring all the time until it thickens. 4. Add slightly beaten egg yolks, butter and lemon rind. Mix well. 5. Place in cool pastry base. MERINGUE

1. Beat egg whites till stiff, add sugar gradually and beat until thick.

2. Pile on top of filling. Place in oven for 8 mins or till lightly brown.

Tuggerah Lakes Secondary College – the Entrance Campus Year 11 Food Technology 2018

Marking Guidelines Assessment Task No. 3 Research and Practical Core Strand: Food Quality Weighting: 40% Part 1 Outcome 2.2 assessed -Sensory Evaluation Marks Demonstrates extensive and detailed knowledge of sensory evaluation of dish using all five senses (sight, sound, touch, smell and taste).

8-10 marks

Demonstrates a thorough knowledge and understanding of evaluation of dish using two/three senses and/or sensory description of the dish.

5-7 marks

Displays limited understanding of sensory description of lemon meringue pie 1-4 marks Part 2 Outcome 4.1 assessed –Quiz Marks 8-10 questions correct 8-10 marks 4-7 questions correct 4-7 marks 1-3 questions correct 1-3 marks Part 3 Outcomes 4.4 and 2.2 assessed-Explanation Marks Demonstrates extensive and detailed knowledge of links between functional properties of ingredients used in each section of recipe (pastry, filling and meringue) and the success or not of the practical.

25-30 marks

Demonstrates a thorough knowledge and understanding Provides links between functional properties of ingredients used in one or two sections of recipe (pastry, filling and meringue) and the success or not of the practical.

20-24 marks

Displays limited understanding of functional properties of ingredients used in each section of the recipe (pastry, filling and meringue).

15-19 marks

Recalls functional properties of ingredients used in at least one or two sections of the recipe (pastry, filling and meringue).

10-14 marks

Recalls information on functional properties of ingredients used in the recipe 0-9

Part 4-Outcome 3.2 assessed- Recipe Card Marks Demonstrates extensive and detailed knowledge of creative presentation techniques, accurate and recipe card with photograph clearly reflecting food styling for photography. (garnishes, backdrop, lighting, props and evidence of editing)

8-10 marks

Demonstrates a thorough knowledge and understanding of creative presentation techniques, accurate recipe card with photograph reflecting some aspect of food styling for photography. (garnishes, backdrop, lighting, props and evidence of editing)

4-7 marks

Displays limited understanding of understanding of creative presentation techniques and aspects of food styling displayed in recipe card with photograph.

1-3 marks

Preliminary HSC Mark Sheet – Task 3 Student Name: ____________________ Part 1____/10 Total _____/60 Part 2____/10 Weighted mark_____/40 Part 3____/30 Part 4____/10 Task Rank ______ Cumulative Rank ______ LEVEL OF ACHIEVEMENT OF OUTCOMES

OUTCOME ELEMENTARY DEVELOPING COMPETENT HIGHLY DEVELOPED

P2.2 Identifies and explains the sensory characteristics and functional properties of food

P3.2 Presents ideas in written, graphic and oral form using computer software where appropriate

P4.1 Selects appropriate equipment, applies suitable techniques and utilises safe and hygienic practices when handling food

P4.4 Applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products

Tuggerah Lakes Secondary College The Entrance Campus COURSE

YEAR 11

TAS

COURSE NAME: FOOD TECHNOLOGY UNIT: Food Availability and Selection, Food Quality and Nutrition TIMING: As per examination timetable -Term 3 Weeks 9 and 10, 2018 Date: ________ TASK NUMBER: 3 YEARLY EXAMINATION WEIGHTING: 30% Outcomes to be assessed: P1.1 identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods. P1.2 accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors. P2.1 explains the role of food nutrients in human nutrition. P2.2 identifies and explains the sensory characteristics and functional properties of food. P3.1 assesses the nutrient value of meals/diets for particular individuals and groups. P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups. P5.1 generates ideas and develops solutions to a range of food situations. Syllabus Topics Examined: Food Availability and Selection

Influences on food availability - Historical changes to availability of food - Technological developments influential on food availability - Social, economic and political influences on food availability

Factors affecting food selection - Physiological factors - Psychological factors - Social factors - Economic factors

Factors affecting food selection - Physiological factors - Psychological factors - Social factors - Economic factors

Food Quality Safe food storage

- Methods- such as dry storage, cold storage and freezing Safe preparation and presentation of food

- Equipment and utensils - Safe and hygienic food handling work practices - Preparation methods across a range of settings - Food presentation including styling for photography and plating for service

Sensory characteristics of food - Sensory characteristics- appearance, odour, taste, and texture - Sensory assessment of a variety of food

Functional properties of food - The role of fats in emulsifying and aerating - Dextrinising, gelatinising, caramelising and crystallising of carbohydrates - Denaturing, coagulation, gelation, foaming and browning of carbohydrates

Nutrition Food nutrients

- Carbohydrates, proteins, lipids, vitamins, minerals and water - Structure of carbohydrates, proteins and lipids

- Sources of carbohydrates, proteins, lipids, vitamins, minerals and water - Functions of carbohydrates, proteins, lipids, vitamins, minerals and water - Significant interrelationships between nutrients - Digestion, absorption and metabolism of food

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