EDSE13001 - Culinary Science for Teachers

General Information

Unit Synopsis

This unit explores why foods are prepared the way they are, why certain changes take place in food after undergoing mechanical or chemical manipulation, and how this knowledge may be used to improve food products. Knowledge and skills acquired in this unit form an integral component to the teaching of Home Economics and its related subjects in secondary schools. This unit provides opportunities to develop strategies for designing activities that will challenge and engage students in the classroom and beyond.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

CC13 undergraduate preservice teachers must have completed at least two Professional Practice placements before enrolling in this unit.

EDFE11038 Professional Practice 1 - Introduction to Teaching and
EDFE12043 Professional Practice 2 (Secondary) - Application of Curriculum

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).

Class Timetable View Unit Timetable
Residential School Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 2 - 2022

Term 2 - 2022 Profile
Mixed Mode

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Laboratory/Practical 30%
2. Practical Assessment 30%
3. Group Work 30%
4. Peer assessment 10%

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

Past Exams

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Previous Feedback

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 4.4 (on a 5 point Likert scale), based on a 75% response rate.

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.

Source: Student survey
Feedback
Residential School is intensive.
Recommendation
Prepare students for intensive delivery of Residential School
Action Taken
Students are well prepared for the intensive nature of the practical.
Source: Student survey
Feedback
Draft experiments and individualized feedback was useful
Recommendation
Continue to provide individualized fortnightly feedback to students
Action Taken
Provided progressive feedback to students.
Source: Student Survey
Feedback
More theory discussions at Residential School
Recommendation
Facilitate structured food experiment theory and results sessions at Residential School
Action Taken
Food science theory discussed at Residential School.
Source: Student Survey
Feedback
This unit goes far beyond cooking and explores the 'how and why' of food science.
Recommendation
Maintain alignment of content with broader contexts of food and teaching in secondary schools
Action Taken
Pedagogy and content are taught in tandem to ensure teachers are classroom-ready.
Source: Student Survey
Feedback
Residential School builds confidence for teaching food science in schools
Recommendation
Continue to ensure Residential School addresses contemporary teaching capabilities
Action Taken
Nil.
Source: Student Survey
Feedback
Food experiments at home are effective
Recommendation
Continue with at-home food experiments
Action Taken
Nil.
Source: Student Survey
Feedback
Peer feedback and self-reflection were highly valuable learning experiences
Recommendation
Formalise peer feedback into assessment task
Action Taken
Nil.
Source: Student survey
Feedback
Kitchen facilities need updating
Recommendation
Investigate facilities maintenance
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
  2. Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
  3. Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
  4. Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
  5. Apply appropriate workplace health and safety practices for cookery.

This unit aligns with the following Australian Professional Standards for Teachers (Graduate Career Stage):

Standard 2: Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

Standard 4: Create and maintain supportive and safe learning environments

4.4 Maintain student safety

Standard 7: Engage professionally with colleagues, parents/carers and the community

7.2 Comply with legislative, administrative and organisational requirements

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Laboratory/Practical
2 - Practical Assessment
3 - Group Work
4 - Peer assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10