Available for each AOS is the following:

  • A booklet of theory activities – including case studies, media analyses, debate questions, etc.
  • A booklet of practical activities – including design briefs, dietary analysis, product analysis, sensory analysis, cooking, science experiments
  • Advice for teachers document including suggested timeline and further information on activities. Identification of which key skill/key knowledge is being covered by each activity.

Each classroom booklet has between 20-25 activities and each practical booklet has at least 10 activities.

These activity booklets are beneficial for teachers who are time poor, need some ideas/guidance, are absent (work can easily be left for classes) or going on leave.

  • Teacher to provide their own activities in this introductory week.
  • Apply principles of safe and hygienic food handling practices in a range of practical activities
  • Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking and presentation of food.

 

  • Theory Activity 1 – What’s a hunter-gatherer?
  • Compare attributes and challenges of hunter-gatherer and agricultural food systems
  • Apply principles of safe and hygienic food handling practices in a range of practical activities
  • Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking & presentation of food.
  • Theory Activity 2 – Hunt, Eat, Sleep, Repeat
  • Theory Activity 3 – Labour or Leisure?
  • Theory Activity 4 – A Day in the Life Of…
  • Practical Activity 1 – Dietary Analysis: Is Paleo the way to go?
  • Practical Activity 2 – Design Brief and Cooking: Paleo Picnic
  • Theory Activity 5 – From Forrager to Farmer
  • Compare attributes and challenges of hunter-gatherer and agricultural food systems
  • Identify foods that can be traced back to early cultures and demonstrate contemporary uses and recipes through practical activities
  • Apply principles of safe and hygienic food handling practices in a range of practical activities
  • Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking and presentation of food.
  • Theory Activity 6 – Farming: Friend or Foe?
  • Theory Activity 7 – Do I stay or do I go?
  • Theory Activity 8 – What is that?!?
  • Theory Activity 9 – Name that tool.
  • Theory Activity 10 – Mighty Millet
  • Theory Activity 11 – Hungry for History: Research Task
  • Practical Activity 3 – Paleo Practicals – Part 1: Flour Power
  • Practical Activity 4 – Paleo Practicals – Part 2: Pass the Cheese
  • Practical Activity 5 – Paleo Practicals – Part 3: Roll up for Roti
  • Practical Activity 6 – Hungry for History: Design Brief and Cooking
  • Practical Activity 7 – International Ingredients
  • Theory Activity 12 – Marvelous Meditteranean
  • Explain factors that have influenced the emergence of distinctive food cultures and cuisines throughout the world
  • Research the development of food production and food customs in one selected region other than Australia, and demonstrate the practical use of ingredients from this region
  • Apply principles of safe and hygienic food handling practices in a range of practical activities
  • Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking & presentation of  food.
  • Theory Activity 13 – Spice it up!
  • Practical Activity 8 – Name that Spice
  • Theory Activity 14 – World Cuisine: Tell me more.
  • Practical Activity 9 – World Cuisine – Give it a go!
  • Theory Activity 15 – How did it get there?
  • Research and explain key historical factors and developments in global food production systems
  • Apply principles of safe and hygienic food handling practices in a range of practical activities
  • Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking & presentation of food.
  • Theory Activity 16– What happened when?
  • Theory Activity 17 – Story of a staple
  • Practical Activity 10 – Mmmmm, Chocolate!
  • Practical Activity 11 – Battle of the grains.
  • Theory Activity 18 – Seeds of Change
  • Research and explain key historical factors and developments in global food production systems
  • Apply principles of safe and hygienic food handling practices in a range of practical activities
  • Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking & presentation of food.
  • Theory Activity 19 – Food processing is nothing new
  • Theory Activity 20 – Twenty to One
  • Theory Activity 21 – How did they do that?!?
  • Practical Activity 12 – Beautiful bread
  • Practical Activity 13 – Cloudy with a chance of meatballs
  • Theory Activity 22 – Foreign Food
  • Research and explain key historical factors and developments in global food production systems
  • Apply principles of safe and hygienic food handling practices in a range of practical activities
  • Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking & presentation of food.
ACTIVITIES Key Skills
·         Theory Activity 1 – What’s Indigenous Food? ·         Identify foods and flavourings indigenous to Australia and demonstrate contemporary culinary uses

·         Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities

·         Theory Activity 2 – Plenty of Food
·         Theory Activity 3 – What food is that?
·         Theory Activity 4 – Sorry, we’re out of stock
·         Theory Activity 5 – What’s that used for?
·         Theory Activity 6 – The three I’s
·         Theory Activity 7 – Fire’s not always a bad thing
·         Practical Activity 1 – My favourite indigenous spice
·         Practical Activity 2 – You can’t eat Skippy!
·         Practical Activity 3 – Deadly Dinners
·         Theory Activity 8 – No food or too fussy? ·         Identify foods and flavourings indigenous to Australia and demonstrate contemporary culinary uses

·         Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities

·         Theory Activity 9 – Do we share?
·         Practical Activity 4 – Not peas again!
·         Practical Activity 5 – Indigenous pies
·         Theory Activity 10 –What do we produce here? ·         Explain influences in the development of Australian food production, processing and manufacturing industries.

·         Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities

·         Theory Activity 11 – What happened when?
·         Theory Activity 12 – Top Aussie food industries
·         Practical Activity 6 – Canned Vs Fresh
·         Theory Activity 13 – Where do you come from? ·         Identify historical patterns of Australian immigration and discuss effects on the nation’s food tastes and behaviours

·         Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities

·         Theory Activity 14 – Australia’s changing population
·         Theory Activity 15 – Timman Ou What?
·         Theory Activity 16 – Nothing as Aussie as a satay seafood pie
·         Practical Activity 7 – International food hunt
·         Theory Activity 17 – Aussie International cuisine ·         Describe a cuisine brought by immigrants to Australia and demonstrate typcial preparation and serving methods through practical activities.

·         Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities

·         Practical Activity 8 – Design Brief: Aussie International Food Fair
·         Practical Activity 9 – Cooking: Aussie International Food Fair
·         Theory Activity 18 – “That food is so on-trend!” ·         Summarise and analyse current trends in food practices and food subcultures in Australia

·         Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities

·         Theory Activity 19 – Trend or turkey?
·         Theory Activity 20 – Food for my mood
·         Theory Activity 21 –  Dive on in
·         Theory Activity 22 – Sustainable Supper
·         Theory Activity 23 – Love that it’s local
·         Practical Activity 10 – Snack Attack
·         Practical Activity 11 – What’s in the box?
·         Practical Activity 12 – Mad for Matcha
·         Theory Activity 24 – What’s Australian Food? ·         Construct a point of view about the development of a distinctive Australian cuisine.

·         Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities

·         Theory Activity 25 – Rank your favourite
·         Theory Activity 26 – Aussie food past and present
·         Theory Activity 27 – Any food is Aussie cuisine
·         Practical Activity 13 – My Aussie Meal

AOS 1

Activity Name Key Skills Covered
  • Theory Activity 1 – Production, distribution or consumption?
  • Theory Activity 2 – Paddock to Plate
  • Theory Activity 3 – What’s wrong with our food system?
  • Theory Activity 4 – What can we do?
  • Theory Activity 5 – Crunching numbers
  • Theory Activity 6 – What’s the latest trend?
  • Theory Activity 7 – Climate change
  • Theory Activity 8 – Retail Changes
  • Theory Activity 9 – What’s your thoughts?
  • Practical Activity 1 – Is Private label the way to go?
  • Practical Activity 2 – Fried Rice Frenzy
  • Identify major sectors and explain current developments in the Australian food systemAnalyse opportunities and challenges within the Australian food service and food retailing industriesUse equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relations to the preparation, cooking and presentation of food in a range of practical activities
  • Theory Activity 10 – What are Primary Food Industries?
  • Theory Activity 11 – Vital Statistics
  • Theory Activity 12 – You are the Educator!
  • Theory Activity 13 – Top 11 Treasure Hunt
  • Practical Activity 3 – Education Officer Meal Ideas
  • Practical Activity 4 – Education Officer cook-a-thon
  • Practical Activity 5 – Primary Industries Mystery Box Challenge
  • Describe Australia’s leading industries in primary food production, processing and manufacturing.Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relations to the preparation, cooking and presentation of food in a range of practical activities
  • Theory Activity 13 – Top 100 Treasure Hunt
  • Theory Activity 14 – Meals out and About
  • Theory Activity 15 – Would you like a job with that?
  • Theory Activity 16 – Not just a check out chick!
  • Practical Activity 6 – Split personality
  • Practical Activity 7 – The right way for the right place
  • Describe Australia’s leading industries in primary food production, processing and manufacturing.Analyse opportunities and challenges within the Australian food service and food retailing industries.
  • Theory Activity 17 – We’re Surrounded!
  • Theory Activity 18 – Battle of the Burgers
  • Theory Activity 19 – The Customer is King
  • Theory Activity 20 – Vegan Power!
  • Theory Activity 21 – What’s it all about?
  • Theory Activity 22 – You Gotta Fight for your right
  • Practical Activity 8 – Can you tell the difference?
  • Practical Activity 9 – But it’s got no sugar!
  • Practical Activity 10 – Is it really necessary?
  • Analyse the influence of consumers on food industries.Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relations to the preparation, cooking and presentation of food in a range of practical activities
  • Theory Activity 23 – Design Brief jigsaw puzzle
  • Theory Activity 24 – Super Snack Me!
  • Practical Activity 11 – Super Snack Prac Planning
  • Explain and apply the process of developing new food products using design briefs· Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relations to the preparation, cooking and presentation of food in a range of practical activities
  • Theory Activity 25 – My School Kitchen Rules
  • Practical Activity 12 – Super Snack Prac cooking
  • Explain the reasons for Australia’s governance and regulation of food standards and food safety.· Discuss food industry programs that prevent and address food contamination risks.
  • Theory Activity 26 – Help me with HACCP
  • Theory Activity 27 – HACCP my Menu!
  • Theory Activity 28 – Is this even working?
  • Explain the reasons for Australia’s governance and regulation of food standards and food safety.· Discuss food industry programs that prevent and address food contamination risks.
  • Theory Activity 29 – Don’t label me
  • Theory Activity 30 – Eating by numbers·
  • Practical Activity 13 – I’ll have a 127 and a number 422 thanks
  • Explain the reasons for Australia’s governance and regulation of food standards and food safety.· Discuss food industry programs that prevent and address food contamination risks.

AOS 2

ACTIVITIES Key Skills
Theory Activity 1 – Which test is which?
  • Understand and apply principles and practices in the sensory evaluation of food products
Theory Activity 2 – Take the test!
  • Understand and apply principles and practices in the sensory evaluation of food products
Practical Activity 1: Sensory Analysis – This food smells funny!
  • Understand and apply principles and practices in the sensory evaluation of food products· Compare and evaluate foods using sensory analysis and other measurements
Practical Activity 2: Taste Test – Three’s a crowd
  • Understand and apply principles and practices in the sensory evaluation of food products· Compare and evaluate foods using sensory analysis and other measurements
Theory Activity 3 – How will I know what to cook?
Theory Activity 4 – Meal Kits: Yes or No?
Theory Activity 5 – There’s a time and a place
Practical Activity 3: Product Comparison – A star is born
  • Compare and evaluate foods using sensory analysis and other measurements· Compare and evaluate foods using sensory analysis and other measurements· Use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting· Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
Practical Activity 4 – Meal Kits v Home Made: Which is quicker?
  • Compare and evaluate foods using sensory analysis and other measurements· Use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting· Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
Environmental sustainability
Theory Activity 6 – Healthy Diet, Healthier Planet
Practical Activity 5 – Dietary Analysis: Do you eat the pyramid?
  • Develop food knowledge and skills through consideration of the principles of effective planning, management, preparation and cooking of food
Time
Theory Activity 7
– No excuses!Practical Activity 6 – Cooking: No time? Yes you CAN! (Mystery box challenge)
Develop food knowledge and skills through consideration of the principles of effective planning, management, preparation and cooking of food· use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting

  • Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.

 

Food Waste
Theory Activity 8 – Do the can-can
Theory Activity 9 – Stop the waste!
Practical Activity 6 – Cooking: No time? Yes you CAN! (Mystery box challenge)
Practical Activity 7 – Cooking: I can use that! (Mystery box challenge)
  • Develop food knowledge and skills through consideration of the principles of effective planning, management, preparation and cooking of food· Use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting· Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
Money
Theory Activity 10 – OMG – Did I really spend that much?!?
Practical Activity 8 – Design Brief and Cooking: $5 meals – is it even possible?
  • Develop food knowledge and skills through consideration of the principles of effective planning, management, preparation and cooking of food· Use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting· Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
Health
Theory Activity 11
– I’m trying to look after my health
Practical Activity 9 – Healthy doesn’t have to mean tasteless and boring!
All factors

Theory Activity 12 – I need help!
Practical Activity 10 – I need help! (practical – cook planned meal)
  • Develop food knowledge and skills through consideration of the principles of effective planning, management, preparation and cooking of food· Design and adapt food in response to specific needs and considerations· Use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting· Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
Lifespan stage and activity level
Theory Activity 13
– Why do you eat more than me?
Practical Activity 11 – Design Brief: Family meal time

Cultural and ethical food restrictions
Theory Activity 14 – Is it Halal?

Personal food tastes and preferences
Theory Activity 15 – I don’t like it!

Food intolerances and allergies
Theory Activity 16
– Is gluten free safe for me?
Theory Activity 17 – Can I eat this food?
Practical Activity 12 – Is that lactose free?
Practical Activity 13 – Can you tell the difference?

All factors
Theory Activity 18 – We can all eat this!

  • Design and adapt food in response to specific needs and considerations· Use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting· Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
Theory Activity 19 – Why you need to cook!
Practical Activity 14 – My Signature Dish
Theory Activity 20 – Recipe to Riches
Theory Activity 21 – I have a dream
Theory Activity 22 – Terrific Teff
Theory Activity 23 – Bake Mixes History Lesson
  • Analyse the benefits of developing practical food skills and identify factors enabling the acquisition and application of these skills· Investigate food ideas that have moved into successful businesses· Use equipment and techniques appropriately in the preparation of food in a domestic or small-scale setting· Apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.
ACTIVITIES Key Skills
  • Theory Activity 14 – Media Analysis: Not even safe in hospital!

 

  • Justify and apply principles of safe and hygienic food handling practices in the prevention of food poisoning,
  • Theory Activity 15 – Media Analysis: What’s your poison?
  • Practical Activity 16 Cooking –  Keep me Safe
  • Theory Activity 1 – Appetite Interview
  • Explain appetite, satiety and the sensory appreciation of food.
  • Use equipment and techniques appropriately, justify and apply principles of safe and hygienic food handling practices in the prevention of food poisoning, and demonstrate organisation and technical skills in relation to the preparation, cooking and presentation of nutritious meals in a range of practical activities.
  • Explain the physiology of eating and digesting, and the absorption and utilisation of macronutrients.
  • Theory Activity 2 – Media review: The Best Way to Tell if You’re Actually Hungry
  • Practical Activity 1 – Sensory Analysis: Would you eat it?
  • Practical Activity 2 – Dietary Analysis: Are you really hungry?
  • Practical Activity 3 – Design Brief: I’m so full!
  • Practical Activity 4 – Cooking: Here’s what you’ll eat today
  • Theory Activity 3 – What bit does what?
  • Theory Activity 4 – Know your nutrients!
  • Theory Activity 5 – Get in my Belly!
  • Practical Activity 5 – Cooking: Metabolise my meatballs
  • Theory Activity 6 – What’s the reason?
  • Apply the principles of the ADGs and the AGHE to the planning of daily food intake
  • Evaluate the nutritional quality of foods and meals
  • Theory Activity 7 – Dietary Analysis: How am I Doing?
  • Theory Activity 8 – Dietary Analysis: Make it Better!
  • Theory Activity 9 – What happens when?
  • Theory Activity 10 – Who eats what?
  • Practical Activity 6 – Dietary Analysis: What should they eat today?
  • Practical Activity 7 – Product Analysis: Is this food any good?
  • Theory Activity 11 – Design Brief: Food for All
  • Explain and justify the substitution of ingredients in the management of food allergies and intolerances
  • Theory Activity 12 – Media Analysis: Allergy Capital of the World
  • Theory Activity 13 – Media Analysis: Hold the Pesto
  • Practical Actvitiy 8 – Sensory analysis: Which one’s better?
  • Practical Activity 9 – Product Comparison: Can you tell the difference?
  • Theory Activity 16 – Video Star
  • Use appropriate food science terminology and techniques to describe and demonstrate chemical and physical changes to food during preparation and cooking

 

  • Theory Activity 17 – Recipe hunt
  • Theory Activity 18 – Do you need to knead?
  • Theory Activity 19 – Know your (pH) number
  • Practical Activity 10 – Cooking and sensory analysis: Bake it, don’t boil it!
  • Practical Activity 11 – Cooking and sensory analysis: The Alkaline Advantage
  • Theory Activity 20 – Why didn’t my eggs work?
  • Use appropriate food science terminology and techniques to describe and demonstrate chemical and physical changes to food during preparation and cooking

 

  • Theory Activity 21 – Light and fluffy
  • Practical Activity 12 – Cooking: Here’s one I prepared earlier
  • Theory Activity 22 – Epic Sauce Fail
  • Use appropriate food science terminology and techniques to describe and demonstrate chemical and physical changes to food during preparation and cooking

 

  • Practical Activity 14 – Cooking: Whip it!
  • Practical Activity 15 – Cooking: My sauce won’t thicken!

AOS 1

ACTIVITIES Key Skills
  • Theory Activity 1 – What is global food security anyway?
  • Define global food security and explain possible pathways to achieving food security.
  • Theory Activity 2 – Do they have food security?
  • Define global food security and explain possible pathways to achieving food security.
  • Identify environmental and ethical questions and issues affecting food systems
  • Practical Activity 1 – Can you live on $5 a day?
  • Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food, taking into account environmental and ethical questions in a range of practical activities.
  • Identify environmental and ethical questions and issues affecting food systems

 

  • Theory Activity 3 – Promoting food security
  • Identify environmental and ethical questions and issues affecting food systems.
  • Theory Activity 4 – Oxfam to the rescue
  • Identify environmental and ethical questions and issues affecting food systems.
  • Theory Activity 5 – Ten to one countdown
  • Identify and explain diverse points of view in a range of food systems debates.
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.
  • Practical Activity 2 – Is that all they have? Dietary analysis

 

  • Define global food security and explain possible pathways to achieving food security.
  • Identify environmental and ethical questions and issues affecting food systems
  • Practical Activity 3 – Eat like a refugee
  • Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food, taking into account environmental and ethical questions in a range of practical activities.
  • Define global food security and explain possible pathways to achieving food security.
  • Identify environmental and ethical questions and issues affecting food systems
  • Theory Activity 6 – What’s your position?
  • Identify and explain diverse points of view in a range of food systems debates.
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.
  • Theory Activity 7 – Free range versus intensive animal farming
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.
  • Theory Activity 8 – Back to the start
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.
  • Identify and explain diverse points of view in a range of food systems debates.
  • Identify environmental and ethical questions and issues affecting food systems.
  • Practical Activity 4 – Which egg is best?

 

  • Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food, taking into account environmental and ethical questions in a range of practical activities.
  • Identify and explain diverse points of view in a range of food systems debates.

 

  • Practical Activity 5 – Free Trade Product Analysis
  • Identify and explain diverse points of view in a range of food systems debates.
  • Theory Activity 9 – Double in a decade
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.
  • Identify and explain diverse points of view in a range of food systems debates.
  • Theory Activity 10 – Biosecurity collage
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Theory Activity 11 – Website research
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Theory Activity 12 – We are to blame
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Identify environmental and ethical questions and issues affecting food systems.
  • Theory Activity 13 – What’s it all mean?
  • Identify environmental and ethical questions and issues affecting food systems.
  • Theory Activity 14 – Drought proof
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Practical Activity 6 – Meat Free Mondays
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.

Identify and explain diverse points of view in a range of food systems debates.

  • Theory Activity 15 – How easy is it to do the right thing?
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Identify environmental and ethical questions and issues affecting food systems.
  • Theory Activity 16 – This is my life being wasted!
  • Identify environmental and ethical questions and issues affecting food systems.
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.
  • Identify and explain diverse points of view in a range of food systems debates.
  • Theory Activity 17 – This year I threw away a trip to the Gold Coast for my family!
  • Identify environmental and ethical questions and issues affecting food systems.
  • Theory Activity 18 – You CAN make a difference!
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic.
  • Identify and explain diverse points of view in a range of food systems debates.
  • Theory Activity 19 – Reduce my food miles
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Theory Activity 20 – Plastic (un)fantastic
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Practical Activity 7 – 200km, is it possible?
  • Examine an array of issues and identify opportunities for further research

 

  • Practical Activity 8 – Local is best

 

  • Examine an array of issues and identify opportunities for further research
  • Practical Activity 9 – Stop the waste!
  • Examine an array of issues and identify opportunities for further research
  • Theory Activity 21 – Feed but don’t destroy
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Theory Activity 22 – Is vertical the way to go?
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Theory Activity 23 – What do you know?
  • Identify and explain diverse points of view in a range of food systems debates.
  • Theory Activity 24 –You can’t believe everything
  • Identify and explain diverse points of view in a range of food systems debates.
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic
  • Practical Activity 10 – Which one’s better?
  • Identify and explain diverse points of view in a range of food systems debates.
  • Apply research principles to clarify, analyse and draw conclusions on a selected topic

 

AOS 2

ACTIVITIES Key Skills
  • Theory Activity 1 – How’d you find that out?

 

  • Identify a variety of contexts in which food knowledge and skills takes place.
  • Theory Activity 2 – Mother Knows Best
  • Identify a variety of contexts in which food knowledge and skills takes place.
  • Analyse reasons for different responses to food information
  • Theory Activity 3 – But you said it was good!
  • Identify a variety of contexts in which food knowledge and skills takes place.
  • Analyse reasons for different responses to food information
  • Theory Activity 4 – Is it relevant?
  • Analyse reasons for different responses to food information
  • Theory Activity 5 – I’d Use That!
  • Analyse reasons for different responses to food information
  • Practical Activity 1 – Just like Grandma used to make – Nutritional Analysis
  • Demonstrate understanding of the Australian Guide to Healthy Eating by applying it to practical food selection, planning and preparation and cooking activities.
  • Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food according to the Australian Guide to Healthy Eating in a range of practical activities.
  • Practical Activity 2 – Just like Grandma used to make – Design Brief
  • Demonstrate understanding of the Australian Guide to Healthy Eating by applying it to practical food selection, planning and preparation and cooking activities.
  • Practical Activity 3 – Just like Grandma used to make – Sensory Analysis
  • Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food according to the Australian Guide to Healthy Eating in a range of practical activities.
  • Theory Activity 6 – Scientifically based; what’s it all mean?!?
  • Justify the role of the Australian Dietary Guidelines as evidence based recommendations.

 

  • Theory Activity 7 – Is it trustworthy?
  • Apply research principles to assess food information.

 

  • Practical Activity 4 – Good Food Fight – Design brief and cooking
  • Demonstrate understanding of the Australian Guide to Healthy Eating by applying it to practical food selection, planning and preparation and cooking activities.
  • Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food according to the Australian Guide to Healthy Eating in a range of practical activities.
  • Theory Activity 8 – Who is this man?
  • Apply research principles to assess food information.

 

  • Theory Activity 9 – Who do I believe?
  • Apply research principles to assess food information.

 

  • Theory Activity 10 – Keto Crazy
  • Analyse the nutritional efficacy of contemporary food fads, trends and diets
  • Apply research principles to assess food information.
  • Theory Activity 11 – But I read it on Facebook!
  • Analyse the nutritional efficacy of contemporary food fads, trends and diets
  • Apply research principles to assess food information
  • Practical Activity 5 – Keto or Paleo? – Dietary Analysis
  • Analyse the nutritional efficacy of contemporary food fads, trends and diets
  • Theory Activity 12 – Before and After
  • Apply research principles to assess food information

 

  • Theory Activity 13 – Make it better
  • Demonstrate understanding of the Australian Guide to Healthy Eating by applying it to practical food selection, planning, and preparation and cooking activities.
  • Practical Activity 6 – Is it edible? – Cooking and Sensory Analysis
  • Demonstrate understanding of the Australian Guide to Healthy Eating by applying it to practical food selection, planning and preparation and cooking activities.
  • Use equipment and techniques appropriately, apply principles of safe and hygienic food handling practices and demonstrate organisational and technical skills in relation to the preparation, cooking and presentation of food according to the Australian Guide to Healthy Eating in a range of practical activities.
  • Theory Activity 14 – Is it good for me?
  • Demonstrate understanding of the Australian Guide to Healthy Eating by applying it to practical food selection, planning, and preparation and cooking activities.
  • Use food labels appropriately to compare, select and prepare food.
  • Practical Activity 7 – You cannot be serious! – Product Analysis
  • Analyse the nutritional efficacy of contemporary food fads, trends and diets
  • Practical Activity 8 – To use or not to use – Product Analysis
  • Analyse the nutritional efficacy of contemporary food fads, trends and diets
  • Theory Activity 15 – Check the label
  • Identify the components of a food label and summarise the purpose of each.
  • Theory Activity 16 – Compare the pair
  • Demonstrate understanding of the Australian Guide to Healthy Eating by applying it to practical food selection, planning, and preparation and cooking activities.
  • Use food labels appropriately to compare, select and prepare food.
  • Theory Activity 17 – Which one is it?
  • Use food labels appropriately to compare, select and prepare food.
  • Theory Activity 18 – Read with caution
  • Apply research principles to assess food information
  • Theory Activity 19 – As clear as mud!
  • Use food labels appropriately to compare, select and prepare food.
  • Apply research principles to assess food information
  • Theory Activity 20 – Supermarket Search
  • Use food labels appropriately to compare, select and prepare food.

 

Innovative Assessment Design