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
Food Availability & Selection 8 weeks P1.1, P1.2, P4.2 Food Quality 11 weeks
Term 2:2019
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Food Quality 11 weeks P2.2, P3.2, P4.1, P4.4 Nutrition 8 weeks
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 Revision Task 3 Food Quality Yearly Exams
Nutrition 8 weeks P2.1, P3.1, P3.2, P4.3, P5.1 Term 4:2019
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Final revision of Feedback from Year 11. examination Intro to Year 12
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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- Term 3 Term 3 based Assessment Requirements Term 1 Week 8 Timing of task Weeks 3 and 5 Weeks 9 and 10 The components and weightings for 2019 2019 2019 Year 11 are mandatory. Practical, Component Weighting % Research and Year 11 Type of task Research and Practical Examination Evaluation Knowledge and understanding of P2.2, P3.2, P4.1, P1.1, P1.2, P2.1, P2.2, Related Outcomes P1.1, P1.2, P4.2 course content 40 P4.4 P3.1, P4.3, P5.1 Syllabus Content Area & Weighting Knowledge and skills in designing, ♣ Food Availability ♣ Food Availability researching, analysing and 30% and Selection and Selection evaluating 30 ♣ Food Quality ♣ Food Quality 40% Skills in experimenting with and ♣ Nutrition 30% preparing food by applying Task weighting 30% 40% 30% 100% theoretical concepts 30 100 Component • Knowledge and understanding of 10% 30% 40% The Year 11 formal school-based course content assessment program is to reflect the following requirements: ♣ three assessment tasks • Knowledge and skills in designing, researching, analysing and evaluating 15% 15% 30% ♣ the minimum weighting for an individual task is 20% • Skills in experimenting with and ♣ the maximum weighting for an preparing food by applying theoretical 15% 15% 30% individual task is 40%. concepts ♣ Only one task may be a formal written examination. 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, • outline the historical changes to food availability in including: Australia − 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 • debate the issue of social justice in relation to food − marketplace practices consumption in developed and developing regions
of the world • 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
Factors affecting food selection • physiological factors, including: • explain how various factors influence selection of − hunger, appetite, satiety food by individuals and groups − nutritional requirements, eg age, gender, size, activity level • prepare foods that reflect various factors influencing − reactions to food, eg appearance, odour, taste, food selection allergy − psychological factors, including: − values, beliefs, habits, attitudes, emotions, self- • investigate current food consumption and concept, experiences expenditure patterns in Australia
• social factors, including: − traditions and culture • analyse the eating patterns of a selected group to identify influences on food selection − 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
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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 • describe methods of storing foods to maintain such as dry storage, cold storage and freezing sensory characteristics and ensure safety
Safe preparation and presentation of food • equipment and utensils to produce quality food • select appropriate equipment and utensils to products across a range of settings produce quality food products across a range of settings • safe and hygienic work practices when handling • implement safe and hygienic work practices food when handling food
• preparation methods to produce food products • select and apply suitable preparation methods across a range of settings to produce quality food products and plate meals for service across a range of settings • layout of food for visual appeal, including styling • style foods for photography for photography and plating for service
Sensory characteristics of food • sensory characteristics of foods, including • identify sensory characteristics that appearance, odour, taste (flavour) and texture constitute quality in a variety of foods (mouth feel) • evaluate the appeal of foods using sensory • sensory assessment of a variety of foods assessment
Functional properties of food • functional properties of food, including: • explain some of the functional properties of food − the role of proteins in denaturing, • identify the factors that affect the functional coagulation, gelation, foaming and browning properties of food − the role of carbohydrates in gelatinising, dextrinising, caramelising and crystallising − the role of fats in emulsifying and aerating • factors that affect the functional properties • investigate through experimentation the factors of food, including: that affect the functional properties of foods − oxygen • prepare a range of foods which demonstrate the − temperature functional properties of food − acidity − agitation − enzymes − addition of other ingredients
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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, • identify food nutrients vitamins, minerals and water • identify types of carbohydrates, proteins, lipids and • structure of carbohydrates, proteins and lipids vitamins
• sources of carbohydrates, proteins, lipids, vitamins, • identify the nutrient composition of various foods minerals and water • explain the functions of food nutrients in human • functions of carbohydrates, proteins, lipids, nutrition vitamins, minerals and water in the body • combine foods to demonstrate nutritionally • significant interrelationships between nutrients, beneficial interrelationships between foods 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
• 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 • select foods to provide a balanced intake of information that assist in planning and evaluating nutrients for particular individuals and groups to meals/diets 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 Add a degree or level of accuracy depth, knowledge and understanding, logic, (analysis/ questioning, reflection and quality to (analysis/evaluation) 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 Marks 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
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Question 2 Outcome P4.2 10 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.
Question 3 Outcome P4.2 10 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. 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 9-10 marks selection. Demonstrates a thorough knowledge and understanding of the characteristics and features of 5-8 marks how physiological factors influence food selection. 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 9-10 marks selection. Demonstrates a thorough knowledge and understanding of how psychological factors influence 5-8 marks food selection. 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 9-10 marks selection. Demonstrates a thorough knowledge and understanding of how social factors influence food 5-8 marks selection. 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 9-10 marks selection. Demonstrates a thorough knowledge and understanding of how economic factors influence 5-8 marks food selection. 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 9-10 marks day’s menu plan. 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 9-10 marks of decorations or garnishes and finished on time. Clearly suitable for the individual. Prepared (hygiene &safety), clean clear work area. Effective work flow, food presented well 5-8 marks with some use of garnishes or decoration and finished on time. Suitable for the individual.
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Prepared (hygiene &safety), cluttered work area with cleaning incomplete. Ineffective work 1-4 marks flow, some effort at presentation displayed and not finished on time and/or suitable for the individual. TAS Course Assessment Feedback Sheet Student Name Total for Task 1 / 60 Weighted Mark / 30 Task Rank
LEVEL OF ACHIEVEMENT OF OUTCOMES
HIGHLY OUTCOME ELEMENTARY DEVELOPING COMPETENT 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
Ingredients = 1 serve c 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
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.
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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 30 used during the creation of the Eggs Benedict (outcome 4.1 assessed).
3. An explanation of how the functional properties of the ingredients have been used in 30 your Eggs Benedict (outcomes 4.4 and 2.2 assessed).
4. A recipe card for the Eggs Benedict. You must include a photograph of your Eggs 10 Benedict on your recipe card (outcome 3.2 assessed).
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 /2 Sauce
(iii) Sour / 2 dough
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 1. Half fill a small saucepan with water. Cover and bring to boil. Turn down heat. Hollandaise Sauce 2. Separate egg yolk. Place aside till needed. Melt butter. Leave 3t vinegar aside till needed. 3. Place vinegar, lemon juice and peppercorns in a metal bowl. 2t lemon juice Place this bowl on top of the saucepan and cook till liquid 4 peppercorns whole reduces by half. Strain and cool. 1 egg yolk 4. Add yolk to vinegar mixture and whisk in. Place over heat again and whisk till mixture pales and thickens. Remove from heat. 75g butter melted 5. GRADUALLY whisk in melted butter in a thin and steady stream till mixture is thick. Place aside till assembly of dish.
Poached Egg Poached Egg 1. Half fill a shallow frypan with water and bring to the boil. Add vinegar and salt. ¼ t salt 2. Break 1 egg into a cup. Swirl water so a vortex appears and 1t white vinegar place egg into middle of vortex. 2 eggs 3. Scoop hot water and floating white over egg. Repeat till cooked. 2 slices sour dough (soft egg = 3 minutes, medium = 6minutes, Hard = 9 minutes) bread 4.Use a slotted spoon and scoop egg out and place on paper 2 slices shaved leg ham towel to drain. 5. Repeat process with second egg. 1T finely chopped fresh chives 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 8-10 marks senses (sight, sound, touch, smell and taste). Demonstrates a thorough knowledge and understanding of evaluation of dish using 5-7 marks two/three senses and/or sensory description of the dish. 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 Marks hygienic and safe practices used during the creation of the Eggs Benedict. 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 7-8 marks preparation of the ingredients. Lists appropriate equipment used. States the purpose of some of the pieces of equipment in relation to the preparation of 5-6 marks some ingredients. Names an appropriate equipment used and relates it to the purpose in the preparation of 3-4 marks an ingredient. Names an appropriate piece of equipment. 1-2 marks
Part 2 Outcome 4.1 assessed – The attached quiz on equipment, techniques and the Marks hygienic and safe practices used during the creation of the Eggs Benedict. 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 4 marks techniques applied during the making of the Eggs Benedict. Names one suitable technique and sketches in general terms, one food preparation 3 marks technique applied during the making of Eggs Benedict. 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 Marks hygienic and safe practices used during the creation of the Eggs Benedict. 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 5-6 marks ensure safety while handling food in the preparation of Eggs Benedict. Provides comprehensive characteristics and features of one practice used to ensure 3-4 marks safety while handling food in the preparation of Eggs Benedict. 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 Marks hygienic and safe practices used during the creation of the Eggs Benedict. 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 10-12 marks in the making of Eggs Benedict. Relates the cause and effect of two hygienic practices utilised when handling food in 6-9 marks the making of Eggs Benedict. Provides the characteristics of hygienic practices utilised when handling food in the 3-5 marks making of Eggs Benedict. Indicates the main feature(s) of hygienic practices utilised when handling food in the 1-2marks making of Eggs Benedict.
Part 3 - Outcomes 4.4 and 2.2 assessed - An explanation of how the functional properties Marks of the ingredients have been used in your Eggs Benedict. 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 25-30 marks success or not of the practical. Demonstrates a thorough knowledge and understanding of links between functional properties of ingredients used in one or two sections of recipe (eggs, hollandaise sauce, 20-24 marks sour dough) and the success or not of the practical. 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 Marks photograph of your Eggs Benedict on your recipe card. Demonstrates extensive and detailed knowledge of creative presentation techniques, accurate and recipe card with photograph clearly reflecting food styling for photography. 8-10 marks (garnishes, backdrop, lighting, props and evidence of editing) Demonstrates a thorough knowledge and understanding of creative presentation techniques, accurate recipe card with photograph reflecting some aspect of food styling for 4-7 marks photography. (garnishes, backdrop, lighting, props and evidence of editing) Displays limited understanding of creative presentation techniques and aspects of food 1-3 marks styling displayed in recipe card with photograph.
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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 DEVELOPIN HIGHLY OUTCOME ELEMENTARY COMPETENT G 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.
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