Stage 5 Food Technology
Stage 5 Food Technology
|Unit Title: What's on the menu? (Unit 5) |Time allowed: 15 Weeks |
|Focus Area: |Food Service and Catering |
|Core: |Food Preparation |
|Unit Description: |Outcomes: |
| |5.1.1 demonstrates hygienic handling of food to ensure a safe and appealing product |
|Food service and catering are important areas of the food industry. They |5.1.2 identifies, assesses and manages the risks of injury and OHS issues associated with the handling of food |
|provide people with both food and employment. Students will examine food |5.2.3 applies appropriate methods of food processing, preparation and storage |
|service and catering ventures and their operations across a variety of |5.4.2 communicates ideas and information using a range of media and appropriate terminology |
|settings and investigate employment opportunities. Students will plan and |5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes |
|prepare safe and appealing foods appropriate for catering for small or |5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes |
|large scale functions. |5.6.2 evaluates the impact of activities related to food on the individual, society & the environment |
|Resources: |Assessment: |
|Text 1 Aspin L et al (2010) Food Tech Focus. Pearsons, Victoria | |
| |Task 2 (i) : |
|.au |Practical Exam – 10% |
| | |
| |Task 2 (i) : |
| |Written Exam – 15% |
| | |
| |Task 3 |
|.au |Food Service and Catering Menu Design Task and practical – 25% |
|Key Competencies |Cross Curriculum ContenT |
|During the course, students will: |Information and Communication Technologies (ICT) - word processing applications |
|- source, select and sequence information about food issues, developing |Civics and Citizenship |
|competence in collecting, analysing and organising information |Students will develop a sound understanding of the nutritional, social and environmental roles of food and food products. In |
|- describe, discuss and explain food issues in written, graphic and oral |‘food service and catering’ students will develop understanding that will allow them to become discriminating consumers of food |
|form, developing competency in communicating ideas and information |products, enabling them to participate in society in an active and informed manner. |
|- plan, prepare and present food, developing competence in planning and |Environment |
|organising activities |Students will develop an understanding of the ecological impact of food production, catering and service and the various ways in |
|- design, make and evaluate solutions to food situations, - developing |which environments influence access to and choice of food through the study of the core ‘food preparation and processing’, and |
|competence in solving problems |the focus areas ‘food in Australia’, ‘food product development’ and ‘food equity’. This will enable them to make informed |
|experiment with and prepare food using appropriate materials and equipment,|decisions with regard to food and the environment. |
|developing competence in using technology | |
| Knowledge |Skills |Integrated learning experiences, instruction |Evidence of learning |Feedback |
|Students learn about: |Students learn to: |and assessment | | |
|Food service and catering ventures |examine a variety of food service and |Teacher: Explains the different types of |Oral discussion and completion of |Teacher gives oral feedback |
|including: |catering operations |venues and areas of food service |table with examples demonstrates | |
|profit, eg restaurants | |Go to website to find information |understanding of types of venues & | |
|nonprofit, eg hospitals | | |catering ventures | |
| | |Class draw up table indicating examples of | | |
|the economic and social value of the food |discuss the contribution of the food service|profit and non-profit establishments. | | |
|service and catering industry |and catering industry to society |Textbook.p177 Students are to find an example| | |
| | |of each type of venture in the local area | | |
| | |Class discuss the economic & social value of | | |
| | |food service and catering venture | | |
| | | | | |
| | |Students complete The Loaves & Fishes free | | |
| | |restaurant activity text p 178 | | |
| | | |Students complete written activities| |
| | |Students complete worksheet 7.1 Carla’s | | |
| | |Catering | | |
| | |Prac: Sticky Date Pudding | |Teacher & students give verbal |
| | |Photographed finished product- in teachers | |feedback |
| | |drop box | | |
|Employment opportunities including |conduct an advanced web search using |Watch a short intro clip to the hospitality | | |
|back of house, eg chef, kitchen hand |appropriate search engines to investigate |industry. | | |
|front of house, eg waiter, supervisor |employment opportunities in the hospitality | | |
|management |industry including remuneration and |ality/ | | |
|delivery |full-time, part-time and casual work | | | |
| |opportunities |Class discussion employment opportunities in |Class discuss clip, respond to |Teacher gives verbal feedback |
| | |the Food Service & catering industry. |questions |during discussion |
| | |Took notes from textbook- p.179 | | |
| | | | |Teacher marks and gives written|
| | |Students complete information reports, using |Students complete activity and |feedback on task |
| | |the provided scaffolding on the |submit for marking | |
| | |opportunities, requirements & remuneration | | |
| | |for the food service & catering industry. | | |
| | |Suggested websites | | |
| | |.au | | |
| | | | | |
| | | | |
| | |Food-Services.htm | | |
| | | | | |
| | |Students investigate website for Hot Rocks | | |
| | |events & Catering & complete textbook task | | |
| | |p180 | | |
| | | | | |
| | | | | |
| | |Prac: Bruschetta | | |
|Knowledge |Skills |Integrated learning experiences, instruction |Evidence of learning |Feedback |
|Students learn about: |Students learn to: |and assessment | | |
|Employer and employee rights and |outline the responsibilities of the employer|Class reads & discuss “employer & employee |Students complete looking back |Teacher & student feedback |
|responsibilities with regard to food |and employee under various Acts and |rights & responsibilities” Text p183-184 |questions p184 |about chosen responses |
|establishments such as |legislation with regard to food | | | |
|OHS Act (WHS Act) |establishments | | | |
|industrial legislation such as industry |assess and manage risks when preparing and | |Students complete a written report |Teacher gives written feedback |
|awards, enterprise agreements |managing foods |Class reviews workcover website and writes a | |about report |
|anti-discrimination legislation |demonstrate safe work practices when |report titled “Safety at work –who is | | |
|EEO principles |preparing and serving food |responsible?” | | |
| | | | |
| | |ons/publications/Documents/safety_at_work_guid| | |
| | |e_young_workers_hospitality_0111.pdf | | |
| | | | | |
| | |Prac :Fish & chips, tartare sauce Lamb Burgers| | |
| | |( safety issue with deep frying!) |Students complete a risk assessment &| |
| | | |compile a list of safety tips for | |
| | | |deep frying | |
|Consumer rights and responsibilities in |outline the rights and responsibilities of |Students will review and answer questions from|Responses to clickview questions |Teacher & student feedback |
|relation to food including |consumers with regard to food. |clickview: | |about given responses |
|safety and hygiene | |Food Hygiene and Safety- introducing safe food| | |
|value for money | |handling | | |
|accurate information with regard to food | | | | |
|labelling and marketing | |Watch short clip “The truth about food | | |
| | |poisoning: | | |
| | | | |
| | |problems-with-food/food-poisoning/ | | |
| | |Explore the food authority’s website to find | | |
| | |out more about name & shame & how complaints | | |
| | |are made & dealt with & keeping food safe: |Report back to the class with |Teacher feedback about reported|
| | | |findings |findings |
| | | | | |
| | | | | |
| | |Teacher reviews food labelling laws as | | |
| | |previously covered in The last unit; What’s | | |
| | |new?” | | |
| | | | | |
| | |Students complete case study, text p 186 | | |
| | | | | |
| | |Prac: Choc caramel slicePasta | | |
| | | | | |
| | | | | |
| | | | | |
| | | | |Teacher & student feedback |
| | | |Students observe& record the physical|about given responses |
| | | |changes that take place during | |
| | | |teacher demonstration | |
|Knowledge |Skills |Integrated learning experiences, |Evidence of learning |Feedback |
|Students learn about: |Students learn to: |instruction and assessment | | |
|Recipe development including |identify the elements of a recipe |Teacher: Identifies elements of a recipe |Students label elements of a recipe |Peer to peer assessment of |
|ingredients to be used |compare a recipe for a small scale production |then students find a recipe from | |recipe labelling activity |
|method of preparation |with a recipe for use in large scale catering |.au | | |
|quantity required for various portions |develop/modify a recipe for use in large scale|& label each element | | |
|cost per portion |catering | | |Teacher gives written feedback |
|measuring | |Teacher explains costing a recipe & | |on costing matrix |
|recipe writing | |modifications for large scale production. |Students complete costing matrix | |
| | |Students complete costing matrix |Students introduced to Ipad | |
| | |Clickview –Recipe to Riches |Application- costing a recipe | |
| | |Class complete a group practical activity | |Students evaluate their success|
| | |where they will produce a recipe and | |of large scale production of a |
| | |develop for use in large scale catering | |recipe |
| | |Prac: Chicken Involtini |Practical Activity -Scones | |
|Knowledge |Skills |Integrated learning experiences, instruction and |Evidence of learning |Feedback |
|Students learn about: |Students learn to: |assessment | | |
|Purchasing systems |examine organisational systems used in a |Excursion : Students will visit Sydney Tower and |Completion of worksheet during |Teacher gives written feedback |
|ordering, receiving, controlling, issuing |service or catering operation |tour the service and catering division. They will|excursion |on worksheet |
| | |take notes on the organisational systems employed| | |
| | |in that establishment | | |
|Food service and catering considerations |design, plan and prepare safe and |Students to undertake a practical activity |Preparation of the main meal. |Teacher and peer evaluation on |
|such as |appealing food items appropriate for |designing , planing and preparing a main meal | |presentation of food & table |
|plating food |catering for small or large scale |that is safe and appropriate for a local café. | |setting |
|style of meal |functions |Present the meal on a set table. | | |
|number of courses | |Students watch powerpoint on | | |
|customer requirements |determine an appropriate table layout or |Making Food look Good | | |
|cost |setting for a specific style of meal | | | |
|time available | |Practical activity: Chargrilled Middle Eastern | | |
|presentation and service of food |select and apply appropriate presentation |Lamb Burgers | | |
|visual appeal |techniques and styles of service for | | | |
|garnishes |various occasions | | | |
|styles of service such as buffet, a la | |Students will complete an assessment task | | |
|carte and silver service | |Clickview- Good Food Presentation | | |
| | | | | |
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| | | | | |
| | |Students to watch video- Airline Catering and |Preparation of | |
| | |discuss after the difficulties of catering for | | |
| | |range of people and confined spaces. | | |
| | | | | |
| | |Practical Activity- | | |
| | |Chicken parmigiana Text p333 | | |
| | |Buttermilk Pancakes and raspberry Coulis | | |
|Knowledge |Skills |Integrated learning experiences, instruction and |Evidence of learning |Feedback |
|Students learn about: |Students learn to: |assessment | | |
|Physical and nutritive effects of |explain how various methods of food processing|Class read Physical & nutritive effects Text p19 |Students complete looking back |Teachers & students provide |
|preparation and processing in domestic|and preparation affect the physical |& complete “Looking back questions” |questions |feedback when discussing chosen|
|and industrial setting |characteristics of food | | |responses |
| |outline ways in which nutritive loss can be |During teacher demonstrations students will | | |
| |minimised during preparation and processing |complete observations & questions relating to the|Students complete observations & | |
| | |specific physical changes & nutrient loss |questions during teacher | |
| | |minimisation |demonstrations. |Teacher provides feedback |
| | | | |during demonstrations |
| | |Prac: Greek lamb salad | | |
| | |Photographed presentations- photos in teachers | | |
| | |drop box | | |
|Additional Content | | | | |
|Aspects of operating a small food |create a proposal for a small food business |Students complete a table on factors to consider |Students complete a restaurant design|Teachers & students provide |
|business venture |venture using a design brief approach |when establishing a small business ref text p201 |assessment task |feedback when discussing chosen|
|economic | | | |answers |
|legal | |Students read case study Barclay’s Café” p202 & | | |
|environmental | |complete questions | |Teacher gives extensive written|
|commercial | |Practical- Teryaki Chicken Wrap | |feedback on assessment task |
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