SACs are written to meet VCAA assessment guidelines.  SACs include 2 practical activities and one theory activity.

SAC packages include an “advice for teachers” document which outlines which key knowledge/skills/performance descriptors are covered by each task and suggested percentage of assessment each task should contribute.

Trial solutions are included.

SACs are provided as word documents, to facilitate easy modification for your student cohort.

2020 SAC descriptions are provided. For descriptions of 2018 and 2019 SACs please see order form or contact us for further information.

2021 – Unit 3 AOS 1
Task 1 – Practical work: Perfect Potatoes (3 practical records – completed in 2 SAC sessions)
Practical Record 1 – Cooking

Prepare a basic recipe 3 different ways. During preparation, take photographs that represent:

·         Food Safety and hygiene skills

·         Heat transfer and dry and moist cooking methods

·         Organisational and technical skills

Descriptor 3 – Food contamination and keeping food safe

 

Descriptor 6 – Organisational and practical skills

 

·         Microorganisms that cause food poisoning, their effects, and preventative practices for a safe food supply

·         The principles of heat transfer in cooking techniques, and the effects on the properties of food of dry and moist heat, electromagnetic radiation, mechanical action, enzymes and changes to pH

 

Practical Record 2 –

Sensory Analysis

Students taste each version of the recipe. They will then:

·         Identify and justify which version best provides satiety.

·         Explain how a functional property has contributed to one sensory property

 

 

Descriptor 5 – Functional properties/food science

 

Descriptor 1 – Digestion,  Appetite, Satiety and Sensory appreciation

 

 

·         The functional properties of protein, sugar, starch, fats and oils in food, and the physical and chemical changes that occur to these components during preparation and cooking including dextrinisation, caramelisation, gelatinisation, emulsification, denaturation and coagulation, aeration, and the Maillard reaction.

·         the physiology and conditioning of appetite, satiety and the sensory appreciation of food

Practical Record 3 –

Dietary Analysis

Students annotate a recipe to show

how it can be modified in order to better meet the  ADGs and AGHE recommendations and  be more suitable for a person a person with an allergy or intolerance

Descriptor 2 – Explain causes​ and effects of food allergies and intolerances

 

 

·         the physiology of food allergies and intolerances including how allergy and intolerance differ and their respective symptoms and causes and management

 

 

Task 2 – Written Work: Healthy Food, get in my belly (both tasks can be completed in one SAC session)

 

Part 1 – Annotated visual report

 

 

Descriptor 1 – Digestion,  Appetite, Satiety and Sensory appreciation

 

·         The microbiology of the intestinal tract and the sequential processes of the digestion of CHO, protein, and fats, including enzymatic hydrolysis, absorption & utilisation of these macronutrients in the body
Part 2 – Case Study analysis

 

Descriptor 4 – Effective application of understanding of Food Models to meal planning and evaluation.

 

·         Biological reasons for differences in dietary requirements, considering factors including age, sex, pregnancy and lactation, and activity levels

·         The rationale and evidence-based principles of the ADGs

2021 – Unit 3 AOS 2
Task 1: I’m not eating that!

Students will view a short video from “Back in time for dinner” Series 1, episode 7 and answer some structured questions about relevant products.

 

They will conduct a taste test and product analysis of a relevant future food.       

      

·         Comprehensive analysis of food purchasing and consumption trends and insightful analysis of factors affecting food access and choice.

 

·         Patterns of eating in Australia, including recent developments, changes and trends in food purchasing and consumption behaviours

·         Ways in which social factors across Australia, including education, income, location, accommodation, available time and cultural norms, influence food accessibility, food choice and healthy eating

Task 2:  Maccas and the media

Students will complete a media analysis about a recent McDonald’s advertising campaign.

Students will respond to a design brief linked to creating a healthy burger meal and complete a dietary analysis on the nutritional efficacy of their planned meal.

.

·         Comprehensive analysis of the role of the media and food marketing in shaping food information and influencing food choice and the effects on personal and social behaviours.

·         Sophisticated explanation of the principles supporting the establishment of healthy meal patterns in families.

 

·         The role of the media in shaping food information and food choice, including the influence of marketing and advertising, news reportage, popular culture and social media.

·         Emotional and psychological responses to food and food marketing, including behaviours and consequences relating to body image, restrictive dieting and comfort eating

·         Relationships between current food systems and personal and social behaviours, with a focus on patterns that may encourage overconsumption of food and sedentary behaviour

·         The role of modelling, exposure and repetition as key behavioural principles for the establishment of healthy diets in children and nutritious meal patterns within the home.

Task 3:  Chocolate makes me feel better

Students identify their favourite comfort food meal and discuss its social and emotional role.

Students will complete an annotated visual report to show modifications made to their comfort food meal to make it more in line with AGHE recommendations.

Students will cook the modified version of the recipe and evaluate the sensory properties.

 

·         Comprehensive explanation of the social and emotional roles of food and thorough analysis of the links to behaviours and consequences for health.

·         Very high level of organisational and technical skills in relation to the preparation, cooking and presentation of nutritious meals, and very high level of skill in the use of equipment and the application of safe and hygienic practices.

 

·         The social and emotional roles of food in shaping and expressing individual identity and connectedness, including its sharing and celebratory role within families, peer groups and communities

 

 

2021 – Unit 1 AOS 1
Practical Records
Task 1 – Prehistoric Potatoes Sensory Analysis ·         The factors that facilitated the early development of agricultural food systems, including those that enabled the cultivation of wild plants and the domestication of animals for farming

·         Hunter-gatherer food systems and how they differ from and are similar to early agricultural food systems including the types of food available, the potential advantages for communities, and the challenges in terms of feeding human populations

 

Task 4 – Saute my spuds Cooking task ·         Apply principles of safe and hygienic food handling practices in a range of practical activities

·         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

Demonstrate practical skills, including organisational and technical, in relation to the preparation, cooking and presentation of food.

Written Tasks
Task 2 – Potatoes Past and Present Historical timeline
  • Patterns in the global spread of production and the growth of trade in food commodities such as grains, tea, coffee, chocolate, salt, spices and sugar
  • The effect of industrialisation, technology and globalisation of food availability, production and consumption

 

Task 3 – Gratin, bubble and squeak or pomme frites? Potatoes around the world 

 

Research task ·         The factors influencing the emergence of different food systems, food products and food practices around the world

·         The historical development of food systems, food cultures and distinctive cuisines, with a focus on one selected other than Australia

 

2021 – Unit 1 AOS 2
Task 1 – Indigenous Spag Bol

 

 

Cooking

 

Sensory Analysis

 

Recipe annotation

 

 

 

·         The characteristics of food production and consumption among indigenous Australians prior to European settlement, including the range of foods and flavourings available; tools and technology used; human and natural resources required; and specialist knowledge and practices

·         The challenges encountered by the first non-indigenous settlers in striving to establish a secure and sustainable food supply

_________________

·         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.

 

Task 2 and 3 – “My Aussie Pie”

 

 

 

Design brief response

 

Cooking

 

Written report

 

 

 

 

 

·         Patterns of migration to Australia and the influence of immigrants on Australia n food tastes and consumption

·         The characteristics of a selected cuisine of influence in Australia, including typical ingredients and meals; flavours and other sensory properties; methods of preparation and serving, including safe handling practices; and associated customs and celebrations

·         Key points of debate on whether Australia has its own distinctive cuisine.

_________________

·         Identify historical patterns of Australian immigration and discuss effects on the nation’s food tastes and behaviours

·         Describe a cuisine brought by immigrants to Australia and demonstrate typical preparation and serving methods through practical activities

·         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.

 

Task 4 –

“Compare the pair”

 

 

Product analysis

 

 

·         Trends in food practices and food subcultures in contemporary Australia, such as emerging food movements and changing social behaviours relating to food

·         The factors influencing the development of food production, processing and manufacturing industries across Australia

___________________

·         Summarise and analyse current trends in food practices and food subcultures in Australia

·         Explain influences in the development of Australian food production, processing and manufacturing industries

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2020 – Unit 1 AOS 1
Task 1 Glorious Grains: Media Analysis and structured questions ·         The factors that facilitated the early development of agricultural food systems, including those that enabled the cultivation of wild plants and the domestication of animals for farming

·         Hunter-gather food systems and how they differ from and are similar to early agricultural food systems including the types of food available, the potential advantages for communities, and the challenges in terms of feeding human populations

·         Patterns in the global spread of production and the growth of trade in food commodities such as grains, tea, coffee, chocolate, salt, spices and sugar

·         The effect of industrialisation, technology and globalisation of food availability, production and consumption

 

Task 2 Glorious Grains:  Design Brief and cooking
Task 3 Carnival of corn: Research task

Cooking and Food sampling

·         The factors influencing the emergence of different food systems, food products and food practices around the world

·         The historical development of food systems, food cultures and distinctive cuisines, with a focus on one selected other than Australia

 

2020 – Unit 1 AOS 2
Task 1

 

Research

 

Design Brief

 

Cooking

 

Demo

Ingenious Indigenous Food

Students imagine they are a presenter of a new TV show. They will present a segment of their new TV show called Ingenious Indigenous Food. Their segment will require them to cook a recipe using an Indigenous ingredient of their choice. To prepare for the segment, students must write a script that includes information about their indigenous ingredient and how to prepare their recipe safely.

·         The characteristics of food production and consumption among indigenous Australians prior to European settlement, including the range of foods and flavourings available; tools and technology used; human and natural resources required; and specialist knowledge and practices

·         The challenges encountered by the first non-indigenous settlers in striving to establish a secure and sustainable food supply

·         the factors influencing the development of food production, processing and manufacturing industries across Australia

__________________

·         Identify foods and flavourings indigenous to Australia and demonstrate contemporary culinary uses

·         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.

 

Task 2

 

 

“Aussie Food is International”

Students develop a timeline/fact sheet about a cuisine brought to Australia by immigrants. Students will develop a recipe that is typical to the cuisine of their chosen country, to serve during a Harmony week lunch. Students will document the preparation of their recipe. After sampling the foods served for Harmony Week, students will provide their definition of Australian Cuisine.

 

·         Patterns of migration to Australia and the influence of immigrants on Australian food tastes and consumption

·         The characteristics of a selected cuisine of influence in Australia, including typical ingredients and meals; flavours and other sensory properties; methods of preparation and serving, including safe handling practices; and associated customs and celebrations

·         Key points of debate on whether Australia has its own distinctive cuisine.

_________________

·         Identify historical patterns of Australian immigration and discuss effects on the nation’s food tastes and behaviours

·         Describe a cuisine brought by immigrants to Australia and demonstrate typical preparation and serving methods through practical activities

·         Explain influences in the development of Australian food production, processing and manufacturing industries

·         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.

 

Task 3

 

Media analysis

 

“What the latest trend?”

 

Students answer questions about a media article.

 

·         Trends in food practices and food subcultures in contemporary Australia, such as emerging food movements and changing social behaviours relating to food

___________________

·         Summarise and analyse current trends in food practices and food subcultures in Australia

 

2020 – Unit 2 AOS 1
Practical Food Solution:

Task 1

“What’s my food need?”

Students explain the back ground to their food issue and food need by preparing a fact sheet ·                 Identify major sectors and explain current development in the Australian food system.

·                 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.

·                 Analyse the influence of consumers on food industries

 

Practical Food Solution:

Task 2 – “Solve my food need”

Write information about a food need in the food industry.  Students will develop a product for the need using the design brief process. ·                  Explain and apply the process of developing new food products using design briefs.

 

Practical Food Solution:

Task 3 – “Keep my food solution safe”

Students will prepare a HACCP plan they will follow to keep their food product safe. Students will also explain the reasons and benefits of the labeling requirements of their food product in a written report.  ·                  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

 

Practical Food Solution:

Task 4 – “Cook my food need”

Students will cook their practical food solution and conduct a sensory analysis. They will evaluate their practical food solution and overall performance.

 

·                  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 organizational and technical skills in relation to the preparation, cooking and presentation of food in a range of practical activities.

2020 – Unit 2 AOS 2
Task 1 –

Family Friendly Quarantine Foods

Student to respond to a design brief.

 

Students will brainstorm products to come up with a list of products to satisfy the design brief.

 

 

·         Sensory, physiological, economic and social considerations in the comparison of particular meals and dishes prepared in commercial and domestic or small-scale settings

·         Influences on effective planning, management and decision making in the provision and preparation of food in the home, including resources such as time and money, and values such as health and environmental sustainability

·         The considerations in the design and adaptation of recipes to suit individuals, households and other groups with differing dietary requirements due to factors such as lifespan stage, activity level, personal food tastes and preferences, medical, cultural and ethical food restrictions, and food intolerances and allergies

_______________

·         Design and adapt food in response to specific needs and considerations

·         Develop food knowledge and skills through consideration of the principles of effective planning, management, preparation and cooking of food

 

Task 2 – Will My Canned Food Taste OK? Students will answer questions about evaluation tests and develop a suitable sensory analysis test.

 

·         The principles and practices for the sensory evaluation of food products

________________

·         Understand and apply principles and practices in the sensory evaluation of food products

 

Task 3 –

Quarantine Cooking

Students will cook their practical food solution and conduct a sensory analysis using the sensory analysis test they developed in task 2.

 

NOTE: Students will collect sensory analysis data during task 3, but will not use this data until they complete task 4.

·         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.

Compare and evaluate foods using sensory analysis and other measurements

Task 4 – Quarantine Cooking Isn’t All Bad Students will evaluate their practical food solution by completing a product analysis using their sensory analysis results and evaluate their learning from the

“Family Friendly Quarantine Foods” experience

·         The economic, social, emotional and physical benefits of developing individual food skills and applying these skills in the home, and factors that enable the development of these skills

_____________

 

·         Analyse the benefits of developing practical food skills and identify factors enabling the acquisition and application of these skills

·         Compare and evaluate foods using sensory analysis and other measurements

Task 5 – Can quarantine be good for business? Written report ·         The opportunities and pathways for the transition of practical food skills from domestic to entrepreneurial or commercial settings

_________

·         Investigate food ideas that have moved into successful businesses

 

 

2020 – Unit 3 AOS 1
Task 1 – Practical work: Terrific Thai

Practical record 1 –

Practical record 2 –

Practical record 3.

 

Annotate the recipe to show functional properties linked to protein. Explain each of the functional properties

Cook the Thai beef salad and provide a practical record.

As students cook the recipe they will produce a short video demonstrating emulsification.

 

Descriptor 3 – Food contamination and keeping food safe

 

Descriptor 5 – Functional properties/food science

 

Descriptor 6 – Organisational and practical skills

 

Task 2 – Theory work: Written Report: Choose your own adventure

This work will be done in the form of a written report.

 

Students will conduct a nutritional analysis of a recipe.

Students will discuss whether or not the diet will provide satiety and suggest modifications to the recipe. Students will also discuss absorption and digestion of a selected nutrient in their diet.

 

Descriptor 1 – Digestion, Appetite, Satiety and Sensory appreciation

 

Descriptor 2 – Explain causes​ and effects of food allergies and intolerances

 

Descriptor 4 – Effective application of understanding of Food Models to meal planning and evaluation.

 

2020 – Unit 3 AOS 2
Task 1: Make it quick! Product analysis Students will answer some questions about factors affecting food selection, changing food patterns and impact of media on food information and food behaviours. Students will also prepare a home-made and pre-made convenience version of the same recipe and use a range of information to select and justify their preferred version.

 

·         Comprehensive analysis of food purchasing and consumption trends and insightful analysis of factors affecting food access and choice.

·         Comprehensive analysis of the role of the media and food marketing in shaping food information and influencing food choice and the effects on personal and social behaviours.

Task 2:  Deceptively Delicious – Design brief and cooking Students will design a meal in response to a design brief. They will evaluate their product and they will cook their designed product. ·         relationships between current food systems and personal and social behaviours, with a focus on patterns that may encourage overconsumption of food and sedentary behaviour

·         the role of modelling, exposure and repetition as key behavioural principles for the establishment of healthy diets in children and nutritious meal patterns within the home.

 

Task 3:  Family friends and food – Written report Students will complete a written report. ·         the social and emotional roles of food in shaping and expressing individual identity and connectedness, including its sharing and celebratory role within families, peer groups and communities

 

 

SACs U4 AOS 1

 

SAC 1 Task 1 – Recipe Repertoire In response to a design brief, students plan a repertoire of recipes to suit an individual facing food insecurity in Australia.

 

 

 

 

 

The development of a food production repertoire.

 

 

 

 

 

SAC 1 Task 2 – Tastes like chicken Student conduct product analysis by comparing chicken to a plant based chicken replacement. Students then cook two versions of a chicken based meal and conduct a sensory analysis to find which product has preferred sensory properties. Thorough application of personal food values and goals to practical food activities.

 

Very high level of organisational and technical skills in the preparation, cooking and presentation of nutritious meals, and very high level of skill in the use of equipment and the application of safe and hygienic practices.

 

 

SAC 1 Task 3

“What’s the Issue?”

 

N/A – Written Report

 

Students conduct research and write a written report to help them answer a research question.

Sophisticated and comprehensive explanation of a range of food systems debate and very carefully considered environmental and ethical issues.

Comprehensive research with insightful analysis, drawing very thoughtful conclusions and identifying opportunities for further research.

Critical inquiry of a food systems debate, including a sophisticated understanding of diverse points of view, a comprehensive analysis of proposed solutions related to a research question and a thorough explanation of how it relates to sustainability, ethics or social equity.

 

SACs U4 AOS 2

SAC 2 Task 1

 

 

Structured Questions – Plant based diet: Friend or foe?

 

·         Comprehensive explanation of food information contexts.

·         Thorough application of research principles to assess food information.

·         Highly developed analysis of a selected food fad, trend or diet that makes insightful conclusions about its credibility, reliability and the influence on consumers.

 

 

 

SAC 2 Task 2

 

 

Practical record 1 -Design brief: Vegan Friendly Food ·         Very high level of organisational and technical skills in the preparation, cooking and presentation of meals, with a comprehensive understanding of the Australian Dietary Guidelines.

 

SAC 2 Task 3

 

 

Practical record 2 – Cooking: Cook my Vegan Friendly Food

 

 

·         Very high level of skill in the use of equipment and the application of safe and hygienic practices.

·         Very high level of organisational and technical skills in the preparation, cooking and presentation of meals, with a comprehensive understanding of the Australian Dietary Guidelines.

 

Innovative Assessment Design