Food technology:Stage 4 Technology Mandatory
Unit title:Food in Australian Culture
Unit Description:
Food is an important part of any culture; it has shaped the
multiculturalism in Australia today. In the unit students will examine
the traditional foods of Indigenous people in Australia and how
they were resourceful with what they had around them. Then
students will examine the multiculturalism of the foods on offer in
Australia at the present time. Students will investigate bush foods
of the Aboriginal peoples, and also the influence of European food
influences in Australian cuisine. Students will then submit and
proposal for a recipe that shows the influences of either Aboriginal
people or European food influences, that then will be made in the
practical class. Students will submit from their research into the
recipe selected, a report on the country/countries that influenced
their choice.
Jacqueline McAlister
Unit of work: Food in Australian Culture
Outcomes:
A student:
4.1.1 applies design processes that respond to needs and
opportunities in each design project
4.1.3 identifies the roles of designers and their contribution to
the improvement of the quality of life
4.2.1 generates and communicates creative design ideas and
solutions
4.2.2 selects, analyses, presents and applies research and
experimentation from a variety of sources
4.3.1 applies a broad range of contemporary and appropriate
tools, materials and techniques with competence in the
development of design projects
4.3.2 demonstrates responsible and safe use of range of tools,
materials and techniques in each design project
4.5.1 applies management processes to successfully complete
design projects
4.5.2 produces quality solutions that respond to identified needs
and opportunities in each design project
4.6.1 applies appropriate evaluation techniques throughout each
design project
S00069055 pg. 1
Focus Area:
Length of unit: 10 weeks/ 3 hours per week/ 1 hour per class/ 2 hours of practical/ 1 hour theory in computer labs
Resources: Useful Websites:
Blake, G. (2004). Food technology First. Pearson Education http://www.inspiration.com/
Australia.
Dengate, B. (1995). Focus on Junior Food Technology. Jacaranda.
http://indigenousaustralia.frogandtoad.com.au

Recipes from Food technology First.

http://recipefinder.ninemsn.com.au/
Worksheets

http://www.taste.com.au/
On Guard Safety Tests

http://www.bestrecipes.com.au/
Video:
http://www.greecefoods.com/
From Bush Tucker to Bruschetta

http://www.cuisinecusine.com/
The bush tucker Man

http://www.italianfoodforever.com/
Multicultural Food

http://www.spain-recipes.com/

Jacqueline McAlister S00069055 pg. 2

 http://www.knowledgehound.com/topics/germanre.htm

Outcome: Students Learn Students learn to: Integrated learning Evidence of Feedback:
about: experiences, instruction and learning:
assessment:
4.3.2 -risk management -manage risk when Teacher:
strategies developing design
-Discusses with students safety -Participating in -Oral
projects
rules for the kitchen safe practises in Feedback
the classroom given to
-responsible
students in
behaviour in working
-Gets students to complete On class on
environment
guard safety testing -Students safety issues
remember safety
rules in practicals
-Occupational Health
Student: and in theory -Oral
and Safety practices
classes feedback
-Complete On guard safety tests
given also
once all
-the safe and
-Print of the safety tests
responsible use of -use tools, materials -Complete worksheets on
safety test are complete
materials, tools and and techniques in a identifying equipment and how to
certificate of
techniques in each responsible and safe handle it safely
passing (On
design project manner in each design
guard) -Written
project
feedback on
worksheets
-maintenance of tools
and equipment -maintain tools and
Jacqueline McAlister S00069055 pg. 3
 equipment including
computer equipment
4.3.1 -specific tools related -select and correctly Teacher:
to food technology use appropriate
-Discusses with students the -Completed -Written
utensils and
correct usage of food utensils sheets are feedback on
appliances to prepare
and appliances correct and in worksheets is
-the functions and quality food items for a
practicals given
correct and safe use design project
students know
of a variety of
-Teacher demonstrates how to what utensils are
contemporary food
accurately measure ingredients to be used etc -Oral
utensils and -select interpret and/or
feedback at
appliances used for modify/develop recipes
the end of
for a design project
- cutting -Discusses worksheet on kitchen -Hygiene and practicals is
hygiene and safety hazards and safe food given on how
- measuring
kitchen equipment handling is everyone
-preparation, always used went and
processing and issue to raise
cooking -Discussion on kitchen terms

-recipes including the Students:

format and
-Complete worksheets on safety
abbreviations
in the kitchen and hygiene
commonly used

-Discuss the correct usage of

-presenting food for
kitchen appliances
visual appeal
Jacqueline McAlister S00069055 pg. 4
 -Worksheet on kitchen
equipment

-Complete worksheet on kitchen

terms

4.1.1 -design processes -establish a design Teacher: -Recipe sheet -Teacher

including; analysing process that responds evaluation and Provides
-Discussion on design cycle:
needs, problems and to an identified need questions at the written
opportunities and opportunity -Investigate end of each feedback on
practical the question
-Plan
sheets
-communicating ideas -apply a design -Create
process when -Students can
-Evaluate
developing quality automatically -Teacher will
-risk assessment solutions for each think about the provide
design project design cycle and written
-Demonstrates recipes
for it to be feedback on
evident in work an
-record design they hand in assessment
-Discusses student assessment marking
processes and
task- researching a particular criteria sheet
decision making
culture that has had an influence
-Assessment
on Australian cuisine. Finding a
tasks recipe and
recipe for the chosen culture and
research -Oral
preparing recipe
feedback on
Jacqueline McAlister S00069055 pg. 5
 food
presentation
-Discussion on culture. What is -Students- oral
culture? feedback on
what they learnt
in the theory
Students: lesson about
different
-Take notes on the design circle
countries
influences on
Australian
-Prepare and present recipes
Cuisine

-Research assessment: research

a chosen culture and prepare a
meal for that culture

-Create a collage on foods they

enjoy that come from a different
culture

Practical Activities:
-Damper
-Scones
-Spaghetti Bolognaise
Jacqueline McAlister S00069055 pg. 6
 -German chocolate Cake
-Greek salad with fried battered
squid rings
-Tortilla’s
-Recipe assessment/
presentation of foods

4.1.3 -Different design -identify a range of Teacher:

specialisation design specialisations
-Leads brainstorming activity on -Students are -Oral
relevant to each area
different chef’s thinking and feedback for
of study
contributing to the
the discussion brainstorming
-Divides students into groups of and activity will be
2-3 students and gets them to brainstorming given
-apply group work and research a chef
-The nature of the collaborative strategies
work of designers as to project development -Students report -Oral
individuals and as Students: back to the class feedback on
collaboration task shows how the
-Brainstorm chefs
much they have presentation
learnt from will also be
researching given
Jacqueline McAlister S00069055 pg. 7
 -create a mind map of career
opportunities using
inspiration.com or Microsoft word

-In groups of 2-3 students

research on chef and look at:
-Their influences on Australian
food
-Some of their favourite foods
to cook
-One recipe

-Work opportunities in the food

industry

-students report their findings to

the class

4.2.1 -methods used to -use a variety of Teacher:

generate creative methods to generate
-Discusses traditional bush foods -Brainstorming -Oral
design ideas creative design ideas
ideas shows a feedback is
including for creating and
general idea of given to
Jacqueline McAlister S00069055 pg. 8
 -Mind mapping presenting food -Discusses multicultural knowledge responses
influences on Australian cuisine
-Brain storming
-use word processing -Discussions, -Written
features including -shows video: “The bush tucker student feedback
-using ICTs to plan,
page numbering and Man” participation given on
develop and
page breaks, find and completed
document design
replace, word count, worksheets
projects
spell check and -Gives students computer -Completed
thesaurus, columns application to do using worksheets on
and sections, inserting http://indigenousaustralia.frogan the website
text/objects/images dtoad.com.au

-Brainstorm with students what

life in the colony would have
been like. Discussion on food
eaten by early settlers

Students:
-Note take and discuss what
they know about traditional bush
foods.

-Note take on multicultural

influences
Jacqueline McAlister S00069055 pg. 9
 -Take notes on video

-Complete worksheet using

website

-Discussion on what was learnt

from the website

-Brainstorm ideas on what life

would in the colony would have
been like

4.2.2 -experimentation and -apply results of Teacher:

testing of recipes experimentation to
-Demonstration of contemporary -Evaluation of the -Written
designing and making
and traditional damper damper feedback
when developing each
given on the
recipe/design project
evaluation
-Teacher discusses computer -The creation of
applications with students a recipe that
-use effective research
reflects their -oral
methods to identify
-research methods selected culture feedback
needs and
App1- Bush foods given when
-needs analysis opportunities and
students talk
locate information App2- Indian Cuisine
Jacqueline McAlister S00069055 pg.
10
 -surveys and relevant to the App3- Greek Cuisine with teacher
interviews development of each about their
App4- Moroccan Cuisine
design project recipe
-searching
suggestion,
techniques including
then written
the use of the internet Students:
-use the internet when feedback is
researching -Prepare and evaluate traditional given on the
and contemporary damper completion of
the recipe

-Complete computer applications

-Create and compare recipe for

selected culture

4.5.1 -Resource availability -identify resources Teacher:

including availability and apply
-Provides students with -Discussion from -Oral
realistic limitations to
-time worksheets that go with the the video will feedback
each design project
Multicultural Food video show whether given on
-money
students paid discussion
-materials, tools attention or not
and techniques -Discussion on video content
-human resources
-Group exercise-
including skills and -Oral
-Discusses activities on lets each student
expertise feedback
multiculturalism individually gain
given to each
-other resources knowledge but
Jacqueline McAlister S00069055 pg. 11
 reporting back to group and its
the group lets all members on
-Discussion on social factors
members gain how they
affecting food selection
the knowledge worked
also. This together and
method works so the content
-Discussion on religious
that all members they found
influences on food selection
contribute and through
learn something research
new
Students:
-Watch Multiculturalism Food
video and answer questions

-Discussion on what was learnt

from the video
-Complete activity on how
multiculturalism has changed
Australian Cuisine

-Complete activity on social

factors affecting food selection
and discuss these factors

-Students are placed in groups

Jacqueline McAlister S00069055 pg.
12
 of 4 each student is allocated
one religion
-Judaism
-Islam
-Buddhism
-Hinduism

-Individually research the

religious beliefs that affect food
selection and report back to their
group

4.5.2 -suitable materials -identify suitable Teacher:

tools and techniques materials, tools and
-Discusses with students the -Students can go -Oral
for design project techniques for each
appropriate use of appliances, on with practicals feedback
design project
materials and equipment with minimal help given in
discussions
-practice and refine
-skill development -Through demonstrations of -Students can
skills needed for
refinement practical activities discuss the use an
design projects
equipment students will need to appliances,
use material or
equipment
-produce solutions
without having to
-relationship of quality reflecting quality
Students: ask what they
Jacqueline McAlister S00069055 pg.
13
 solutions to needs standards appropriate -Select appropriate equipment to should be using
and opportunities and to each design project use during practical activities for particular
the criteria for steps.
success for each
design project -Select appropriate recipe to
create for their chosen culture

4.6.1 -ongoing evaluation - apply criteria for Teacher:

of design ideas and success in decision
-Provides students with self- -How they self- No feedback
decisions making during the
evaluation sheets assessed given
development of each
themselves in
design project
relation to how
Students: you as a teacher
thought they
-self-assess and peer- -Self-evaluate their practical
went.
-final evaluation assess design work
considering solutions

-design process
used
-evaluate prior to,
-design solutions during and at
completion of each
-reflection on
design solution
learning

Jacqueline McAlister S00069055 pg.

14