Overview
In this unit you will be introduced to a range of “hands-on” practical and theoretical cookery skills and techniques appropriate for Home Economics and food specialisation contexts in secondary schools. You will develop and create designed food solutions using the design process and explore complex factors that impact food production and consumption including social, cultural, ethical, marketing, safety and sustainability considerations. You will be required to adhere to food safety practices, risk assessment procedures, and comply with relevant hospitality industry regulations and requirements when engaging in kitchen operations, food production and food service.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Unit Evaluation Survey
The assessments are authentic.
Maintain authentic assessment tasks that reflect industry currency.
Feedback from Student Unit Evaluation Survey
Length of assessment.
Adjust grade to align with assessment workload and expectations.
Feedback from Student Unit Evaluation Survey
Assessment and portfolio example.
Provide examples of assessment.
Feedback from Student Unit Evaluation Survey
Unit content and delivery.
Maintain high quality content, Residential School, student engagement, and lecturer enthusiasm.
- Discern and apply a range of practical and theoretical cookery skills and techniques appropriate to food specialisation contexts in secondary schools
- Adhere to food safety practices, risk assessment procedures, and comply with relevant hospitality industry regulations and requirements when engaging in kitchen operations, food production and food service
- Investigate and critically analyse complex factors that impact food production and consumption including social, cultural, ethical, marketing, safety and sustainability considerations
- Develop and create designed food solutions using design processes and production skills in a food specialisation context.
Nil
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Online Quiz(zes) - 10% | ||||
2 - Practical Assessment - 45% | ||||
3 - Project (applied) - 45% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Communication | ||||
2 - Problem Solving | ||||
3 - Critical Thinking | ||||
4 - Information Literacy | ||||
5 - Team Work | ||||
6 - Information Technology Competence | ||||
7 - Cross Cultural Competence | ||||
8 - Ethical practice | ||||
9 - Social Innovation | ||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Online Quiz(zes) - 10% | ||||||||||
2 - Practical Assessment - 45% | ||||||||||
3 - Project (applied) - 45% |
Textbooks
Food for You Book 1
Third Edition (2017)
Authors: Chrissy Collins, Sally Lasslett
Cambridge University Press
Australia
ISBN: 9781316649121
Binding: Other
Food for You Book 2
Third Edition (2017)
Authors: Chrissy Collins, Sally Lasslett
Cambridge University Press
Australia
ISBN: 9781316649374
Binding: Other
Additional Textbook Information
Copies can be purchased from the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Futura
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.deagon@cqu.edu.au
Module/Topic
Topic 1: Teaching and exploring Food Technology
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Online Futura Module
Module/Topic
Topic 2: Workplace health and safety in food and hospitality environments
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Online Futura Module
Module/Topic
Topic 3: Unpacking recipes
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Online Futura Module
Module/Topic
Topic 4: The Australian Curriculum (Years 7-10 food subjects)
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Online Futura Module
Module/Topic
Preparation for Residential School
Chapter
Events and Submissions/Topic
Module/Topic
Residential School
Chapter
See unit Moodle for information and resources
Events and Submissions/Topic
Tuesday 14 April to Friday 17 April 2020 (8:30AM - 5:00PM). All days inclusive. Attendance compulsory.
Submission of written component of Assessment Task 1
Due: Friday 17 April 2020 (5:00 PM)
Module/Topic
Topic 6: Senior School Food Studies and Hospitality
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Module/Topic
Topic 7: Managing a Kitchen: Embedded literacies and numeracy in food contexts
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Module/Topic
Topic 8: Inclusivity in the Kitchen
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Module/Topic
Topic 9: Indigenous Perspectives and Cultural Influences on Australian Cuisine
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Module/Topic
Topic 10: Food Security
Chapter
See unit Moodle for weekly topics and resources
Events and Submissions/Topic
Module/Topic
Topic 11: Food labelling, additives and preservation
Chapter
Events and Submissions/Topic
Module/Topic
Summary of Learning in Food Technology
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Residential School
Dates: Tuesday 14 April to Friday 17 April 2020 (all days inclusive and compulsory)
Times: 8:30am to 5:00pm (or as directed by your tutor)
Venues: Rockhampton (North Rocky SHS) or Brisbane (Canterbury College)
More information will be available on Moodle
1 Online Quiz(zes)
Four (4) online modules provide the theoretical knowledge that informs working safely and confidently in the kitchen and hospitality environments. Practical assessment of two of these modules will occur at Residential School. All hospitality theory modules must be completed before Residential School attendance. You will be given a login to access Futura in Week 1 by your unit coordinator.
You must achieve 100% for all the quizzes.
4
Weekly
Week 5 Wednesday (8 Apr 2020) 11:45 pm AEST
All quizzes must be completed prior to Residential School attendance
Week 5 Friday (10 Apr 2020)
Students receive Futura outcome reports for each quiz
- Apply theories of cookery appropriate for a variety of food contexts.
No submission method provided.
- Discern and apply a range of practical and theoretical cookery skills and techniques appropriate to food specialisation contexts in secondary schools
- Adhere to food safety practices, risk assessment procedures, and comply with relevant hospitality industry regulations and requirements when engaging in kitchen operations, food production and food service
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Practical Assessment
Rationale
This assessment task has been developed to give relevant practical advice and support in the teaching of Food Technology / Hospitality. Working collaboratively will ensure that development of teaching strategies, classroom management skills and professional learning are achieved.
It is recognised that whilst you may have knowledge and skills in a particular area and gained specific qualifications, you may not have the same confidence in teaching Food Technology or Hospitality in a classroom or kitchen setting with students or clients. Those of you who have been involved in Catering or the Hospitality Industry may find that the suggested teaching and learning strategies, and practical skill sets involved when teaching other people vary greatly from your own personal experiences. The underpinning values and key focus areas of teaching in a food contexts will be beneficial to your learning and will be discussed in depth so that your knowledge and skill level is progressive.
Practical Residential School focus areas:
- Practical cookery tasks - Junior to Senior Year Levels Food Studies and Hospitality
- Explicit Teaching and Learning Strategies
- Data Collection and Assessment Tools
- Classroom Behavioural Management Strategies
- Workplace Health and Safety
- Student Capabilities
- Evaluation
- Professional Reflection
Written: Design Brief
As practicing teachers, you will be asking students to use the Design Process to find solutions to a Design Brief. The Design Brief task is important so that you understand how to deconstruct a Design Brief using the Design Process. This assessment replicates what you will be asking your future students to know and do for assessment purposes. More information about this written assessment task will be given to you by your Residential School tutors, in Zoom tutorials and weekly Moodle content.
Vacation Week Friday (17 Apr 2020)
Feedback will be given at Residential School
- Adhere to appropriate Workplace Health and Safety considerations when engaging in food production and service.
- Complies with relevant hospitality industry regulations and requirements.
- Apply relevant facility maintenance processes and procedures in a kitchen environment.
- Practical expertise of food preparation skills and procedures.
- Knowledge and application of the Design Process.
- Apply a range of cookery techniques.
- Apply language, literacy and numeracy conventions.
- Discern and apply a range of practical and theoretical cookery skills and techniques appropriate to food specialisation contexts in secondary schools
- Adhere to food safety practices, risk assessment procedures, and comply with relevant hospitality industry regulations and requirements when engaging in kitchen operations, food production and food service
- Investigate and critically analyse complex factors that impact food production and consumption including social, cultural, ethical, marketing, safety and sustainability considerations
- Develop and create designed food solutions using design processes and production skills in a food specialisation context.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
3 Project (applied)
Purpose
The purpose of this assessment task is to challenge you with a complex food-related application of the Design Process.
Design Challenge
Develop a new fusion food product for a specific target group.
Your Task
- Research existing products and determine a suitable target market for developing a new fusion product. Look within your local community for inspiration, cultural influences and produce available.
- Identify a target market. Research a number of social and cultural groups within your local community. Identify appropriate ingredients specific to those cultural groups.
- Analyse existing products. What is readily available in your local community? Find a niche or something that could be produced to complement what is already available.
- Identify food availability challenges in your local area. One key ingredient in your final solution must be locally grown or produced.
- Design a method for collecting data. For example, experiment in groups to solve problems and analyse data to find solutions.
- Develop a set of specifications based on research.
- Evaluate and identify possible products for development.
- Design TWO suitable recipes for development and evaluate against specifications.
- Carry out the planning for the development of ONE product.
- Make, test and evaluate the product and results.
- Create a marketing pitch and nutrition information panel for your product.
What to include in your portfolio?
No word limits apply but sufficient information must be provided to demonstrate that you have clearly, accurately and thoroughly developed your ideas, research and final product. Your portfolio pages should demonstrate evidence of the following steps in the Design Process:
Step 1: Identifying need/opportunity (Problem)
Design situation and brief
Constraints
Research existing products to find a gap in the market
Cultural and social exploration
Produce availability
Step 2: Research (Investigating):
Research – questionnaire and analysis (results)
Develop a design specification
Step 3: Prepare ideas (Generating):
Develop 2 possible ideas – recipe & sketches
Choose one idea based on evaluation against specifications and a viable solution
Step 4: Planning (Producing):
Develop a timeplan, equipment list, ingredients list
Develop and plan a suitable sensory test to allow for fair testing
Step 5: Testing and evaluation (Evaluating):
Carry out testing and results
Photograph product and testing
Write a conclusion based on interpretation of results
Evaluate procedures of research and making
Identify weaknesses and suggest improvements
What will your portfolio look like and how to submit it?
You will present your Design Brief solution as a portfolio. Your portfolio is to be presented as follows:
- If you have ICT skills, you may choose to construct an online e-portfolio which includes separate pages for each Design Process sequence, and photographs of your original work with commentary about your activities. Web-based platform (of your choice, not visible to the public) must be easy to navigate and each Design Process clearly identified and presented. To submit an e-portfolio you need to upload a WORD document via Moodle with an active hyperlink to your e-portfolio and provide password (if required); OR
- The alternative is to upload a Word or .pdf document with each sequence of the Design Process clearly identified with photographs and commentaries of your work. Important - compress all photographs appropriately but ensure that each photograph is clear for the marker to see. Upload the whole Word document or .pdf in a .zip file to Moodle. Portfolio must be in one document.
Week 12 Friday (5 June 2020) 11:45 pm AEST
Exam Week Friday (19 June 2020)
- Applies theories of cookery appropriate for food contexts.
- Uses a range of cookery skills and knowledge to complete practical tasks.
- Demonstrates awareness of complex factors including social and cultural influences, local food culture and available produce.
- Uses research techniques to explore existing products, design specifications, product analysis and results.
- Prepares ideas and plans effectively using the design process
- Uses analysis and evaluation techniques to develop specifications, recipes and solutions.
- Carries out testing and evaluation, including identification of strengths and weaknesses, modifications, photographic evidence of product testing, and final results.
- Creates packaging, accurate nutritional label, and marketing appropriate to the final product.
- Discern and apply a range of practical and theoretical cookery skills and techniques appropriate to food specialisation contexts in secondary schools
- Adhere to food safety practices, risk assessment procedures, and comply with relevant hospitality industry regulations and requirements when engaging in kitchen operations, food production and food service
- Investigate and critically analyse complex factors that impact food production and consumption including social, cultural, ethical, marketing, safety and sustainability considerations
- Develop and create designed food solutions using design processes and production skills in a food specialisation context.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.