TECH207 - Food and Society

Year

Credit points

Campus offering

Prerequisites

Unit rationale, description and aim

Research-based knowledge of the principles of healthy eating and the social role of food is a professional asset in a variety of vocational contexts, and will also provide significant personal benefit to students. This unit in addition contributes to an accredited sequence of food technologies units that is recognised by state-based Initial Teacher Education standards authorities (NESA, VIT and QCT) and aligns with the Australian Curriculum: Design and Technologies.

This unit develops students' knowledge of healthy eating principles and the impact of food on society. They will learn to identify, select and evaluate principles, properties and performance characteristics of foods suitable for design applications and develop competence in the selection and safe use of appropriate food manufacturing techniques and equipment.

The aim of this unit is for students to explore a range of food technologies and apply these skills and knowledge to their own designed product.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Food and nutrients 

• Food groups 
• Functions, properties and sources of: 
• Macronutrients 
• Fats 
• Proteins 
• Carbohydrates 
• Micronutrients 
• Vitamins 
• Minerals 
• Dietary fibre 
• Phytonutrients 

Food safety 

• Personal hygiene 
• Food contaminants 
• Cross-contamination 
• Food danger zone 
• Safe work practices 
• Use of PPE 

Australian guides for healthy eating 

• Healthy eating principles 
• Eat for Health Guide 
• Australian Dietary Guidelines 

Food commodities 

• Agriculture 
• Production 
• Processing 
• Functional properties 

Food design 

• Budgeting 
• Devising work flow plans 
• The importance of food presentation and service 
• Appropriate selection of equipment and techniques used in food preparation 

Food and society 

• Influences on food selection 
• Impact of food selection on health 
• Significance of food in various cultures 
• Multicultural influences on contemporary Australian diets 

Management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources related to Food Technologies.

Learning and teaching strategy and rationale

A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of food technologies and human nutrition through lectures, concepts are discussed and broadened through analysis of food and food guides and further informed by independent research during development of design projects. In practical workshops students design, produce and evaluate safe food products. Food production skills are introduced through a practice-oriented learning method. This method involves the parallel development of procedural and conceptual skills required for design, development and evaluation of food material products in technologies. Students develop solutions to food design problems using design thinking and conceptual knowledge in food alongside procedural knowledge of food manufacturing technologies by means of practical food technologies projects. These methods enable the development of conceptual, procedural and professional knowledge and skill which allows students to solve problems in food technologies contexts.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments used in this unit, as described in the learning and teaching strategy and the assessment strategy.

Assessment strategy and rationale

The problem-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment tasks completed at critical points in students’ learning. Theoretical conceptual knowledge and practical skills-based knowledge are developed simultaneously in that acquisition and assimilation of knowledge develops during application of food technologies and design practices. Initially students acquire knowledge in food by undertaking research and developing a report on key concepts introduced in the lecture and develop skills in design and production through practical workshop classes. Safe work practices are introduced in workshops and assessed through a hurdle task. Practical workshops provide opportunities for formative assessment which supports assimilation of knowledge of knowledge. Summative assessment aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) competencies through an examination and design projects. This unit aims to assess students’ achievement of a synthesis between design theory and practice in food. They will create a report that designs and evaluates diets before the practical task of safely preparing and evaluating foods. The final assessment requires students to demonstrate synthesis of knowledge in food technologies and human nutrition. Documentation records students design processes and include evidence of project definition, research, ideation, critical evaluation and risk assessment.

A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. Such procedures may include online safety modules, reports, examinations, tutorial exercises, practical design projects with folios and an examination. Assessment tasks will address all learning outcomes as well as relevant graduate attributes.

Overview of assessments

Representative texts and references

Croxford, S., & Stirling, E. (2017). Understanding the science of food: From molecules to mouthfeel. Crows Nest, NSW: Allen & Unwin. 

Downie, M., Gualtieri, R., Malone, P., & Mayo, F. (2017). Food tech focus: Stage 6. South Melbourne, Vic: Cengage Learning Australia. 

Saxelby, C. (2018). Catherine Saxelby's complete food and nutrition companion: The ultimate A-Z guide. Richmond, Vic: Hardie Grant Books. 

Whitney, E., Rolfes, S.R., Crowe, T., Cameron-Smith, D., & Walsh A. (2017). Understanding nutrition: Australian and New Zealand edition (3rd ed.). South Melbourne, Vic: Cengage Learning. 

Websites 

Australian Government. (2013a). Australian dietary guidelines: Summary. Retrieved from https://www.eatforhealth.gov.au/sites/default/files/content/The Guidelines/n55a_australian_dietary_guidelines_summary_131014_1.pdf 

Australian Government. (2013b). Eat for health. Educator guide: Information for nutrition educators. Retrieved from https://www.eatforhealth.gov.au/sites/default/files/files/the_guidelines/n55b_eat_for_health_educators_guide.pdf 

Australian Institute of Health and Welfare (2012). Australia’s Food and Nutrition 2012. Retrieved from https://www.aihw.gov.au/getmedia/0c26b145-81fa-4a94-af38-d52515885a07/12504.pdf.aspx?inline=true

Australian Institute of Health and Welfare website https://www.aihw.gov.au 

Food Standards Australia and New Zealand website http://www.foodstandards.gov.au/ 

National Health and Medical Research Council website https://www.nhmrc.gov.au/