Review of VCE Food and Technology
Summary of proposed changes to the study
design
General changes
The review process for VCE Food and Technology focused on:
 an interdisciplinary approach to food, with the inclusion of a broader range of relevant, engaging
and contemporary issues
 change of name of study to Food Studies to reflect new content, and remove confusion with
current name in industry and academia
 exploring food through a range of practical activities with increased alignment with theoretical
content, less emphasis on the design process with a broader definition of practical experiences
 consideration of teacher and student workload across Units 3 and 4 and potential overlap with
VCE VET Hospitality F-10
 inclusion of critical inquiry
 exploration of content with a greater range of opportunities for careers paths in food-related
areas
 replacement of the School-Assessed Task (SAT) with school-assessed coursework and thereby
reducing the number of Areas of Study in Unit 3 from three to two. The design process used in
the SAT has been retained in Unit 2 Area of Study 2.
Specific changes
Unit 1: History and culture of food
Unit 1 retains two Areas of Study:
i.
ii.




Area of Study 1: Food around the world
Area of Study 2: Food in Australia
Unit 1 has introduced new content with a focus on food from historical and cultural
perspectives and an emphasis on critical inquiry.
Removal of content related to food safety and hygiene and classifications of food to avoid
duplication of content with F-10 curriculum.
Content related to the functional properties of food was considered to be better placed in
Unit 3 where the science of food is studied.
The design process is repetitive throughout Units 1, 2 and 3 in current study so it was
decided it was best placed in Unit 2 to support the teaching of the design and adaptation of
recipes.
Unit 2: Food supply and distribution
Unit 2 retains two Areas of Study:
i.
Area of Study 1: Food industries
© VCAA August 2015
Review of VCE Food and Technology
ii.
Area of Study 2: Food in the home
 Unit 2 has a focus on food systems in contemporary Australia.
 There is new content with a focus on commercial food production in Australia, encompassing
primary production, food processing and manufacturing, and the retail and food service sectors,
providing an overview of the range of career paths in the food industry
 Content related to the design process and Food Standards Code has been moved from Unit 3
Area of Study 1 – this aims to strengthen the teaching of the design and the adaptation of
recipes.
 Content related to food safety and hygiene and selection of tools and equipment has been
removed as it duplicates content in the F-10 curriculum.
 A strong emphasis on critical inquiry to build on the F-10 curriculum has been incorporated into
the content
Unit 3: Food in daily life
Unit 3 now has two Areas of Study:
i.
ii.





Area of Study 1: The science of food
Area of Study 2: Food choice, health and wellbeing
Unit 3 has an increased focus on the roles, influences and impacts of food from scientific
and social perspectives.
Greater emphasis on discussing and debating issues and critical inquiry, and a focus on
evidence-based research principles in regards to food selection
Reduction in Areas of Study from three to two, with the shifting of content related to the
design process to Unit 2
There has been consolidation of content related to properties of food (Unit 2 Area of Study
2 and Unit 3 Area of Study 2) in this unit
Content related to food safety and hygiene has been removed from the key knowledge.
Unit 4: Food issues, challenges and futures
Unit 4 retains two Areas of Study:
i.
ii.


Area of Study 1: Environment, ethics and equity
Area of Study 2: Navigating food information
A focus on debates relating to global and Australian food systems
New content focuses on individual responses to food information and misinformation with
an emphasis on critical inquiry.
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Review of VCE Food and Technology
Assessment
Outcome statements in all areas of study across Units 1 to 4 have been altered to reflect the focus
of the unit.
Units 1 and 2 Proposed outcome statements and assessment
Consultation Draft Outcome
Unit 1
Area of Study 1
Identify and explain the major influences on world
culinary history, and demonstrate understanding
of regional cuisines and food practices.
Proposed Assessment
The assessment task for Outcome 1:
 practical activities and records of three practical
activities related to regional influences on food
production around the world
AND
any one or combination of the following:
 short written report (for example media analysis,
research inquiry, historical timeline, comparative foodtesting analysis or product evaluation)

oral presentation, practical demonstration, video or
podcast
Assessment tasks can be completed using a variety of
formats, such as wikis, blogs or websites.
Area of Study 2
Describe patterns of development relating to
Australia’s food industries and cultures, and
demonstrate the use of foods both indigenous to
Australia and introduced through migration.
The assessment task for Outcome 2:
 practical activities and records of three practical
activities related food in Australia
AND
any one or combination of the following:
 short written report (for example media analysis,
research inquiry, historical timeline, comparative foodtesting analysis or product evaluation)
 oral presentation, practical demonstration, video or
podcast
Assessment tasks can be completed using a variety of
formats, such as wikis, blogs or websites.
Unit 2
Area of Study 1
Identify and describe Australia’s major food
industries, analyse relationships between food
suppliers and consumers, explain measures in
place to ensure a safe food supply and apply
practical skills to the development of innovative
food products.
© VCAA August 2015
The assessment task for Outcome 1:
 design and development of a practical food solution in
response to an opportunity or need in the food
industry.
Assessment tasks can be completed using a variety of
formats, such as wikis, blogs or websites.
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Review of VCE Food and Technology
Consultation Draft Outcome
Area of Study 2
Evaluate and compare foods, explain the
principles of effective food management and
design, and creatively analyse the potential
scope of their own practical food skills.
Proposed Assessment
The assessment task for Outcome 2 is:
 design and development of a practical food solution in
response to an opportunity or need in a small-scale or
domestic setting
Assessment tasks can be completed using a variety of
formats, such as wikis, blogs or websites.
Unit 3 Proposed outcome statements and assessment
Outcomes
Marks allocated
Outcome 1
Explain the processes of eating and digesting
food, understand causes and effects of food
allergies and food contamination, analyse food
selection models, and apply principles of nutrition
and food science to the preparation of food.
Assessment tasks
The assessment task for Outcome 1 is:
50

practical activities and records of
three practical activities related to
the science of food
AND
any one or combination of the following:

a written report (for example
media analysis, research inquiry,
structured questions, case study
analysis, dietary analysis)

annotated visual report

oral presentation, practical
demonstration, video or podcast
Assessment tasks can be completed
using a variety of formats, such as
blogs, wikis, or websites.
Outcome 2
Identify and explain factors affecting food access
and choice, analyse the influences that shape an
individual’s food values, beliefs and behaviours,
and apply practical skills to further develop a
repertoire of healthy meals.
The assessment task for Outcome 2 is:
50

practical activities and records of
three practical activities related to
healthy meals
AND
any one or combination of the following:

a written report (for example
media analysis, research inquiry,
structured questions, case study
analysis)

annotated visual report

production work and records of
planning and production

oral presentation, practical
demonstration, video or podcast
Assessment tasks can be completed
using a variety of formats, such as
blogs, wikis, or websites.
Total Marks
100
*School-assessed Coursework for Unit 3 contributes 25 per cent to the study score.
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Review of VCE Food and Technology
Unit 4 Proposed outcome statements and assessment
Outcomes
Outcome 1
Explain a range of food systems issues, and
respond to a selected topic with analysis of
problems and proposals for future solutions,
while applying questions of sustainability and
ethics to food choice and preparation.
Marks Allocated
The assessment task for Outcome 1 is:
60

practical activities and records of three
practical activities related to
sustainable and/or ethical food choices
AND

written report that includes a selected
food-related topic, explanation of
concerns related to environment,
ethics and /or equity, analysis of work
being done to solve problems and/or
support solutions and a conclusion
outlining major findings and suggested
set of practical guidelines for food
consumers
The assessment task for Outcome 2 is:
Outcome 2
Explain a range of contexts through
which we learn about food, analyse the
development of food beliefs, and
demonstrate food knowledge and skills
through the management and
preparation of a diverse and healthy food
repertoire.
Assessment Tasks
40

practical activities and records of three
practical activities related to healthy
food choices
AND
Any one or combination of:

a written report (for example media
analysis, research inquiry, structured
questions, case study analysis)

annotated visual report

production work and records of
planning and production

oral presentation, practical
demonstration, video or podcast
Assessment tasks can be completed using
a variety of formats, such as blogs, wikis, or
websites.
Total Marks
100
*School-assessed Coursework for Unit 4 contributes 25 per cent to the study score.
© VCAA August 2015
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