Food &
Technology
Year 12
Transition Program 2014
Name ___________________________
FOOD & TECHNOLOGY 2015
Course Outline
Unit 3
Area of study 1
Maintaining food safety in Australia
In this area of study students develop an understanding of the roles and
responsibilities of and the relationship between the national, state and local
authorities that govern food laws and standards to maintain food safety in Australia,
including the production of safe food and the labelling of manufactured products.
Students examine the causes of food spoilage and food poisoning and the practices
followed to prevent them occurring. They investigate how the HACCP system is used
in the food industry to ensure that safe and hygienic food is produced.
AREA OF STUDY 2
Food preparation and processing
In this area of study students demonstrate understanding of key foods and the
primary and secondary processes that are applied to them. They examine the
natural food components of key foods and analyse how their functional properties
may have an impact on food preparation and processing techniques. Students
explore and apply a range of cooking, food preparation, processing and preservation
techniques of key foods, while following food safety and hygiene requirements.
AREA OF STUDY 3
Developing a design plan
In this area of study students develop a design plan to meet the requirements of a
specific design brief. They initially develop a design brief and evaluation criteria
drawn from the design brief. They then investigate its specifications, consider and
justify food item choices and develop a design plan to be implemented in Outcome 1,
Unit 4. Students research aspects related to their design brief that may include the
functional properties of ingredients, relevant processing techniques, tools and
equipment, safety and hygiene practices, and specific needs of the consumer/s.
They incorporate the findings of their research and exploration in the design plan.
After making and recording decisions about the proposed four to six food items that
will comprise the product, students develop an overall production timeline.
Unit 4
Area of study 1
Implementing a design plan
In this area of study students apply design and product development processes.
They develop individual production plans for the four to six food items proposed in
Unit 3, Outcome 3. Using the design plan, students use appropriate tools and
equipment to safely and hygienically implement a range of preparation, processing,
preservation and presentation techniques. This range should include complex
processes, which are hands-on processes resulting from a series of decisions about
critical variables that directly affect the outcome of combining ingredients, equipment
and techniques that result in a food item. As a result of ongoing evaluation, students
make and record modifications as required. Students conduct and record results of
sensory analysis for each food item including appearance, aroma, flavour and
texture. They present and evaluate the product using the sensory analysis and the
evaluation criteria devised in Unit 3, Outcome 3. They evaluate the effectiveness and
efficiency of production activities in relation to their individual food item production
plans.
AREA OF STUDY 2
Food product development
In this area of study students investigate the impact of primary food production on
the environment and changes being made to achieve more sustainable farming
practices. They also investigate environmental issues in food manufacturing and
packaging. Students consider the types of food product development and the driving
forces related to these developments. They examine the process of commercial food
product development from the design brief and planning stage to the prototype,
production, packaging, labelling, marketing and evaluation of the final product.
Students explore new and emerging foods and innovations in food product
development as a result of social pressures, consumer demands and expectations.
They explore the impact of technology on food production and packaging, and the
development of new food products.
Text
Lasslett & Collins, (2010) Food for VCE Units 3 & 4, Cambridge University Press
Assessment
A variety of different methods will be used to assess your knowledge, including:






Tests (short and/or extended answer)
Structured questions
Short written reports
Case studies
School Assessed Task (SAT)
Exam
SACs




Unit 3 SACs:
Unit 4 SACs:
School Assessed Task
End-of-year examination:

Most of the SACs will be closed book and require responses to detailed short answer
questions
Sometimes stimulus material or a case study is provided prior to the SAC. SACs may be
prepared for by following the ‘SAC preparation sheet’, which will provide brief outlines of the
content that is assessable.

18%
12%
40%
30%
Examination
The exam in November is 90 minutes long (100 marks) and consists of MCQ’s, short answer questions and
one extended response testing Units 3 & 4.
VCAA detailed information
The study design can be found on this page:
http://www.vcaa.vic.edu.au/vce/studies/foodtech/foodtechindex.html
Tips for success in
Food & Technology
1. Attendance- minimum of 80% attendance: if you miss class, it is your responsibility to
catch up on work
2. Be organised- have a folder organised into Areas of Study (two for Unit 3 and one for
Unit 4), have an A4 lined exercise book which you will be referred to as your ‘Journal’.
Your netbook should be operational and charged. You should always have your Diary if
there is a necessity to leave the room. Make sure you have all the necessary stationary
and finally be prompt to class.
3. Complete all work requirements- come into class prepared to work
4. Seek feedback- particularly on folio work, complete all practice SAC questions
5. Your
teacher is your best resource- meet regularly with teacher during own time or
organise to come as a small group
6. Detail- the students who do well go beyond the basic detail and use terminology with
confidence
7. Start planning now for SAT- begin thinking of themes, collecting recipes and pictures
8. Practice- when it comes to folio products, practice your food items at home- remember
you will be assessed on your skills demonstrated in class
9. Revise from the beginning- make your life easy when it comes to exam time.
Maintain
a working glossary in your ‘Journal’, do AOS (SAC) summaries, use revision tools such
as summary tables, flow charts and concept maps
Consistency
throughout the year
is the key to success
in any subject!
Work to complete…
HOLIDAY HOMEWORK
Instructions
 This work is to be submitted the first day in term 1 that you have
F&T.
 Late submission of work is not a good start to the year
 Several of these exercises require research and overall this task is
quite time consuming, so allow plenty of time to get it done to the
very best of your ability.
 Try to complete it within the last 2 weeks of the holidays before
returning to school as it will then be still fresh in your mind - easier
to remember.
Topic
Work to complete
Text
pages
2
1. Complete Activity 1.1 – Questions 1-4
Read all of
Chapter 1
‘Food
spoilage
and
poisoning’
before you
start the
following:
2. Complete Test Your Knowledge- Questions 1-5
3. Complete Activity 1.5 – Make a list
5. Complete Test Your Knowledge – Questions 1-5
6. Complete Activity 1.10 – Practice Exam Question
11
12
19
20
EXTRA
1. Complete the quiz at
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pag
es/Quiz_food_safety?open
2. Complete Design Brief
15
Done

If possible aim to cook at least 4 items over the holiday break –
something a bit more challenging than 2-minute noodles!
Practical
work
Photograph these food items and evaluate the success of each
product according to their sensory properties i.e. flavour, appearance,
viscosity, texture/mouthfeel.
I suggest one of each of the following




Entrée
Main course – using meat or seafood
Dessert something challenging
Cake/Biscuits – using creaming method
However, 4 different items of any kind is better than none.
ACTIVITY 1.1 – QUESTIONS 1-4 – P. 2
1. ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________
2. ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________
3. ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________
4. ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___
TEST YOUR KNOWLEDGE – QUESTIONS 1-5 – P. 11
1.
2.
3.
4.
ACTIVITY 1.5 – TABLE – P.12
EXAMPLE
A knife that has been used for cutting raw meat is not washed thoroughly
before it is used for slicing cooked meat.
TEST YOUR KNOWLEDGE – QUESTIONS 1-5 – P.19
1.
2.
INFECTIVE FOOD POISONING
3.
TOXIC FOOD POISONING
4.
5.
ACTIVITY 1.10 – PRACTICE EXAM QUESTION – P.20
Practical Work
Aim to cook at least 4 challenging food items over the holiday break.
1. Photograph these food items.
2. Evaluate the success of each product according to their sensory properties (descriptive words).
Food item
Aroma
Appearance
Flavour
Mouthfeel/
texture
Design Brief
Constraint
Considerations
Evaluation Criteria
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
Health and Safety Practices
Health
Safety
Evaluation
1. __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________________________
3. Peer Evaluation
Rate my summer salad and egg mayonnaise
1= needs work 2=OK 3=good 4=delicious
Appearance
Aroma
Taste
Texture