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TUGGERAH LAKES

SECONDARY COLLEGE THE ENTRANCE CAMPUS

Year 11 STAGE 6 FOOD TECHNOLOGY

2019 STUDENT HANDBOOK

Name:……………………………

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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

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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.

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The Entrance Campus - Scope and Sequence

Year 11 Course – Food Technology 2019 Term 1: 2019

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 2:2019

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Term 3: 2019

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

Term 4:2019

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Feedback from examination

Final revision of Year 11. Intro to Year 12

Food Availability & Selection 8 weeks P1.1, P1.2, P4.2

Food Quality 11 weeks

Food Quality 11 weeks P2.2, P3.2, P4.1, P4.4 Nutrition 8 weeks

Nutrition 8 weeks P2.1, P3.1, P3.2, P4.3, P5.1

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Internal Assessment Program Year 11 Course - Food Technology YEAR: 2019

Task number Task 1 Task 2 Task 3 Totals Year 11 Food Technology School-based Assessment Requirements The components and weightings for Year 11 are mandatory. Component Weighting % Knowledge and understanding of course content 40 Knowledge and skills in designing, researching, analysing and evaluating 30 Skills in experimenting with and preparing food by applying theoretical concepts 30 100 The Year 11 formal school-based assessment program is to reflect the following requirements: ♣ three assessment tasks ♣ the minimum weighting for an

individual task is 20% ♣ the maximum weighting for an

individual task is 40%. ♣ Only one task may be a formal

written examination.

Timing of task Term 1 Week 8 2019

Term 3 Weeks 3 and 5 2019

Term 3 Weeks 9 and 10 2019

Type of task Research and Practical

Practical, Research and Evaluation

Year 11 Examination

Related Outcomes P1.1, P1.2, P4.2 P2.2, P3.2, P4.1, P4.4

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

Syllabus Content Area & Weighting

♣ Food Availability and Selection ♣ Food Availability

and Selection 30%

♣ Food Quality ♣ Food Quality 40% ♣ Nutrition 30% Task weighting 30% 40% 30% 100%

Component

10% 30% 40% • Knowledge and understanding of course content

• Knowledge and skills in designing, researching, analysing and evaluating 15% 15% 30%

• Skills in experimenting with and preparing food by applying theoretical concepts

15% 15% 30%

Component weighting % 30% 40% 30% 100%

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PERFORMANCE BAND DESCRIPTORS - 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

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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.

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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

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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.

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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

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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.

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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

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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

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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

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Tuggerah Lakes Secondary College The Entrance Campus

YEAR 11 COURSE TAS Faculty

COURSE NAME: FOOD TECHNOLOGY MODULE / UNIT: Food Availability and Selection TIMING: Term 1 2019 Week 8- Task (Research and Practical) Date: Wednesday 20th March 2019, Lunch into P5

TASK NUMBER: 1 WEIGHTING: 30%

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 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 menu item 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 with your name on it.

Select ONE of the following three people listed to research and prepare your report:

• An elderly woman who has osteoporosis • An active male teenager who goes to the skate park every day • An Aboriginal father with type 2 diabetes

Then select ONE suitable recipe from those listed below for your chosen group. You will make this recipe on the day the task is due. You will need to let your teacher know which recipe you are making by week 5, Thursday 28th February so your ingredients can be ordered for you.

• Chicken boscaola • Blueberry and yoghurt pancakes • Tuna mornay pasta bake

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

Marks

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

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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 Select a menu item from the list above which is the most suitable for the individual you have chosen. The recipe will be enough for one serve. This recipe is to be prepared in Week 8 on the date the report is due. You will need to let your teacher know which recipe you are making by week 5, Thursday 28th February so your ingredients can be ordered for you. You must also ensure that your Food Technology fees are paid. You will be expected to be prepared for the practical, work hygienically and safely, have a work flow plan, use garnishes or decorations and be completed on time.

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 • Written feedback will be provided to students on the TAS Course Assessment Feedback Sheet

TAS Course Assessment Feedback Sheet Criteria for Marking

Question 1 (i) 0utcome assessed P1.2 Account for how each of the following would influence the selection of food for their situation. Physiological (gender, body size, hunger, age and health status). 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

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Question 1 (ii) 0utcome assessed P1.2 Account for how each of the following would influence the selection of food for their situation. Psychological (values, beliefs, habits, emotions and self-concept). 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 Account for how each of the following would influence the selection of food for their situation. Social (culture and tradition, lifestyle and social interaction). 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 Account for how each of the following would influence the selection of food for their situation. Economic factors (food cost, the marketplace, available resources, occupation and finances). Demonstrates extensive and detailed knowledge for how economic factors influence food selection. 9-10 marks

Demonstrates a thorough knowledge and understanding of 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 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. 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 attempted. 2 marks A point about menu noted. 1 mark

Question 3 Outcomes assessed P4.2 Select a menu item from the list above which is the most suitable for the individual you have chosen. The recipe will be enough for one serve. This recipe is to be constructed in Week 8 on the date the report is due.

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

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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

TAS Course Assessment Feedback Sheet Student Name Total for Task 1 / 60 Weighted Mark / 30

Task 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

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Tuna Mornay Pasta Bake

Method

1. Preheat the oven to 180°C.

2. Bring a pot of lightly salted water to a boil.

3. Add the pasta and cook until tender, about 8 minutes. Drain.

4. Meanwhile, melt the butter in a small saucepan over medium heat.

5. Add diced onion and carrot and fry till onion is transparent.

6. Stir in the flour until smooth and onion is coated.

7. Gradually mix in milk so that no flour lumps form. Stir constantly until the mixture boils,

then mix in half of the cheese.

8. Add the peas, corn and pasta.

9. Drain the tuna, leaving a small amount of liquid to keep it moist. Flake with a fork and

stir into the cheese mixture.

10. Transfer to a casserole dish and top with the remaining cheese.

11. Sprinkle parmesan over the grated cheese.

12. Bake for 20 minutes in the preheated oven, until sauce is bubbly, and cheese is

browned.

c

Ingredients = 1 serve

1/2 cup (70g) uncooked spiral pasta 10g butter or margarine 2 teaspoons plain flour 1/2 cup milk 1/4 cup grated cheddar cheese

¼ cup frozen green peas 2 Tablespoons corn kernels ½ carrot, diced ½ small onion 1 small tin tuna, drained 1 pinch salt 1teaspoon parmesan cheese

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BLUEBERRY AND YOGURT PANCAKES

Ingredients = 1 serve 60 g Plain flour ½ tsp sugar ½ tsp baking powder 1/4 tsp bicarbonated soda pinch salt 30 g unsalted butter - 60 mL milk - whole 60 mL yogurt - plain 1 egg 110 g fresh blueberries (frozen) washed and dried 45 g Vegetable oil ¼ cup maple syrup

Method 1. Combine the flour, sugar, baking powder, baking soda and salt in a medium bowl

and whisk together. 2. Put the butter in a small microwave-safe bowl and melt in the microwave. Let the

butter cool slightly so it's no longer hot, but still liquid. 3. Measure the milk and yogurt into a jug, then add just the white from the egg.

Whisk this mixture together until smooth. 4. Add the yolk to the butter and whisk together until smooth. 5. Pour the yolk and butter mixture into the milk mixture and whisk until smooth. 6. Add half the blueberries to the flour mixture and toss together. If you're using

frozen berries, do not let them defrost first, put them into the flour mixture straight out of the freezer.

7. Pour the wet ingredients into the dry ingredients then gently mix together until just combined. It's okay if there are still a few small lumps of flour.

8. Heat a large non-stick frying pan over medium heat until hot. 9. Pour a small amount of oil into the pan and spread evenly around the pan. 10. Pour the batter into small pancakes around the pan. Quickly sprinkle some

more blueberries onto each pancake and let the pancakes cook until the edges start to dry out, and you see large bubbles show up in the pancake.

11. Flip the pancake over and cook until the other side is golden brown. Sprinkle with remaining blueberries, serve with maple syrup.

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CHICKEN BOSCAOLA

Ingredients = 1 serve 1t olive oil

50g button mushrooms-sliced thinly

1 rasher bacon-remove rind and dice

50g chicken-sliced thinly

¼ cup water

½ chicken stock cube

100ml cream

1T fresh chives-finely chopped

50g fettucine pasta

1t grated parmesan

Method

1. Heat oil in medium saucepan, cook chicken bacon mushrooms, stirring until ingredients are lightly

browned. Add water and stock cube cut in half; boil uncovered until wine reduces by half.

2. Add cream to mushroom mixture; simmer uncovered until sauce thickens slightly.

3. Meanwhile, cook pasta in large saucepan of boiling water uncovered until just tender, drain.

4. Add chives and pasta to sauce, mix through. Top with parmesan.

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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: Wednesday 20th August 2019 PERIOD: 5 (Lunch into 5)

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 prepare Eggs Benedict using the attached recipe during lessons in Week 5. (outcomes 4.1 and 4.4 assessed) Note: The Eggs Benedict recipe is prepared in class on Wednesday 20th August, starting at lunch and finishing at the end of period 5. Students who fail to complete the Eggs Benedict 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 Eggs Benedict (outcome 2.2 assessed).

10

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

30

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

your Eggs Benedict (outcomes 4.4 and 2.2 assessed).

30

4. A recipe card for the Eggs Benedict. You must include a photograph of your Eggs

Benedict on your recipe card (outcome 3.2 assessed).

10

Total

/ 80

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 * Written feedback will be provided to students on the TAS Course Assessment Feedback Sheet

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

TIMING: Term 3 Week 5 2018 DATE: Wednesday 20th August 2019 PERIOD: 5 (Lunch into 5)

TASK NUMBER: 2 WEIGHTING: 40%

STUDENT NAME

PART 2 QUIZ Selecting appropriate equipment, suitable techniques and utilising safe and hygienic practices when handling food Question 1. List the equipment you used and briefly state its purpose in the preparation of your Eggs Benedict.

Food Item Equipment Purpose Marks

(i) Eggs / 2

(ii) Hollandaise Sauce

/2

(iii) Sour dough / 2

iv) Ham /2

Marks Question 2. Outline two food preparation techniques you applied in the making of your Eggs Benedict.

(i)____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________/2

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Marks

(ii)_____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________/2

Question 3. Describe two practices you used to ensure safety while handling food in the preparation of your Eggs Benedict. (i)_____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________/3

(ii)_____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________/3

Question 4. Explain (cause and effect) three hygienic practices utilised when handling food in the making of your Eggs Benedict. (i)_____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________/4

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Marks (ii) ____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________/4

(iii) ____________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________/4

END OF QUIZ

TOTAL /30

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Eggs Benedict

Ingredients Method

Hollandaise Sauce

3t vinegar

2t lemon juice

4 peppercorns whole

1 egg yolk

75g butter melted

Poached Egg

¼ t salt

1t white vinegar

2 eggs

2 slices sour dough bread

2 slices shaved leg ham

1T finely chopped fresh chives

Hollandaise Sauce

1. Half fill a small saucepan with water. Cover and bring to boil. Turn down heat.

2. Separate egg yolk. Place aside till needed. Melt butter. Leave aside till needed.

3. Place vinegar, lemon juice and peppercorns in a metal bowl. Place this bowl on top of the saucepan and cook till liquid reduces by half. Strain and cool.

4. Add yolk to vinegar mixture and whisk in. Place over heat again and whisk till mixture pales and thickens. Remove from heat.

5. GRADUALLY whisk in melted butter in a thin and steady stream till mixture is thick. Place aside till assembly of dish.

Poached Egg

1. Half fill a shallow frypan with water and bring to the boil. Add vinegar and salt.

2. Break 1 egg into a cup. Swirl water so a vortex appears and place egg into middle of vortex.

3. Scoop hot water and floating white over egg. Repeat till cooked.

(soft egg = 3 minutes, medium = 6minutes, Hard = 9 minutes)

4. Use a slotted spoon and scoop egg out and place on paper towel to drain.

5. Repeat process with second egg.

TO SERVE

Toast bread slice, top with ham, poached egg, hollandaise and chives.

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TAS Course Assessment Feedback Sheet Criteria for Marking

Part 1 Outcome 2.2 assessed - A sensory evaluation of your Eggs Benedict. 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 Eggs Benedict. 1-4 marks

Part 2 Outcome 4.1 assessed – The attached quiz on equipment, techniques and the hygienic and safe practices used during the creation of the Eggs Benedict. Marks

Question 1. List the equipment you used and briefly state its purpose in the preparation of eggs, hollandaise sauce and ham. Clearly lists all appropriate equipment used during the preparation of all ingredients. Clearly states the purpose of the equipment used and relates it to the purpose in the preparation of the ingredients.

7-8 marks

Lists appropriate equipment used. States the purpose of some of the pieces of equipment in relation to the preparation of some ingredients.

5-6 marks

Names an appropriate equipment used and relates it to the purpose in the preparation of an ingredient. 3-4 marks

Names an appropriate piece of equipment. 1-2 marks

Part 2 Outcome 4.1 assessed – The attached quiz on equipment, techniques and the hygienic and safe practices used during the creation of the Eggs Benedict. Marks

Question 2. Outline two food preparation techniques you applied in the making of your Eggs Benedict. Sketches in general terms and indicates the main features of two food preparation techniques applied during the making of the Eggs Benedict. 4 marks

Names one suitable technique and sketches in general terms, one food preparation technique applied during the making of Eggs Benedict. 3 marks

Names two suitable food preparation techniques. 2 marks Names a suitable food preparation technique. 1 mark

Part 2 Outcome 4.1 assessed – The attached quiz on equipment, techniques and the hygienic and safe practices used during the creation of the Eggs Benedict. Marks

Question 3. Describe two practices you used to ensure safety while handling food in the preparation of your Eggs Benedict. Provides comprehensive characteristics and features of two practices used to ensure safety while handling food in the preparation of Eggs Benedict.

5-6 marks

Provides comprehensive characteristics and features of one practice used to ensure safety while handling food in the preparation of Eggs Benedict.

3-4 marks

Sketches in general terms, one practice used during the practical. 1-2 marks

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Part 2 Outcome 4.1 assessed – The attached quiz on equipment, techniques and the hygienic and safe practices used during the creation of the Eggs Benedict. Marks

Question 4. Explain (cause and effect) three hygienic practices utilised when handling food in the making of your Eggs Benedict. Relates the cause and effect of three hygienic practices utilised when handling food in the making of Eggs Benedict.

10-12 marks

Relates the cause and effect of two hygienic practices utilised when handling food in the making of Eggs Benedict.

6-9 marks

Provides the characteristics of hygienic practices utilised when handling food in the making of Eggs Benedict.

3-5 marks

Indicates the main feature(s) of hygienic practices utilised when handling food in the making of Eggs Benedict.

1-2marks

Part 3 - Outcomes 4.4 and 2.2 assessed - An explanation of how the functional properties of the ingredients have been used in your Eggs Benedict. Marks

Demonstrates extensive and detailed knowledge of links between functional properties of ingredients used in each section of recipe (eggs, hollandaise sauce, sour dough) and the success or not of the practical.

25-30 marks

Demonstrates a thorough knowledge and understanding of links between functional properties of ingredients used in one or two sections of recipe (eggs, hollandaise sauce, sour dough) and the success or not of the practical.

20-24 marks

Recalls functional properties of ingredients used in at least one or two sections of the recipe (eggs, hollandaise sauce, sour dough). 15-19 marks

Displays limited understanding of functional properties of ingredients used in each section of the recipe (eggs, hollandaise sauce, sour dough). 10-14 marks

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

Part 4-Outcome 3.2 assessed- A recipe card for the Eggs Benedict. You must include a photograph of your Eggs Benedict on your 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 creative presentation techniques and aspects of food styling displayed in recipe card with photograph. 1-3 marks

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TAS Course Assessment Feedback Sheet Student Name

Part 1 / 10 Part 2 / 30 Part 3 / 30 Part 4 / 10

Total for Task 1 / 80 Weighted Mark / 40

Task Rank Cumulative Rank Task 1 and 2 =

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

Teacher Comment:

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Tuggerah Lakes Secondary College The Entrance Campus

YEAR 11 Course TAS Faculty

COURSE NAME: FOOD TECHNOLOGY

UNIT: Food Availability and Selection, Food Quality and Nutrition

TIMING: As per examination timetable Date: During Examination Period, Term 3, Weeks 9 and 10

TASK NUMBER: 3 YEARLY EXAMINATION WEIGHTING: 30%

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. 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 individual and group food selection patterns:

- Physiological

- Psychological

- Social

- Economic

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

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- 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 * Written and verbal feedback will be provided to students individually on their examination papers.