102088 - Secondary Curriculum 1B

Assignment 2 - Food Technology Unit of Work

1H - 2019
Ishaq Nasiri - 17974224

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Table of Contents

 Rationale – Pages 3-4

 Unit outline – Page 5-18

 Resources – Page 19-32

 References – Page 33-34

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Rationale
This unit of work is designed using the NSW Education Standards Authority (2019) Food Technology years 7-10 syllabus. The
focus area of the Unit is Food for Special Occasions (p.38-39). The unit is also designed for Stage 5 and Year 10 students in NSW.
The unit’s duration is 6 weeks. Food Technology is a broad subject of study, through which students can gain deep knowledge and
understanding of food properties, processing, preparation, and the interrelationships between these (NESA 2019). Nutritional
considerations and consumptions patterns related to food are also a central focus of the understanding that students can gain
through this subject area.

The primary pedagogical approaches that dictated the nature of the teaching strategies used in the planning of this unit were
Understanding by Design (UbD), differentiation, scaffolding, student centred pedagogy, inquiry-based learning (IBL) and project-
based learning (PBL).

Within the approach of differentiated teaching, teachers must meet the specific learning needs of students across a wide array of
ability (APST, 2012). Within the differentiation approach, teachers must be proactive in that they need to plan a diverse array of
approaches to what students need to learn (Tomlinson, 2005). In addition, the teacher must also consider how they will learn, and
how the students will show what they have learnt as a way of ensuring each student learns as much and as efficiently as they
possibly can. It is a model of teaching that is highly responsive, which takes into consideration the abilities of all students.
Strategies to differentiate for students in this unit are, for example; providing students classwork at varied level of difficulties
depending on their abilities. It has also been done by providing students with choices based on the student’s interest and different
modes of learning in order to make learning more enjoyable and engaging.

Another feature of this unit of work is scaffolding. Scaffolding entails the provision of support at the appropriate level which can
enable students to complete the tasks at hand (Gobby & Walker, 2017). This specific teaching strategy has been implemented in
the unit plan by, for example; students with learning difficulties or ESL are provided with a variety of learning strategies, one on one
support and extra resources if required, such as glossary terms and worksheets.

Another key feature of this unit is PBL as it encourages critical and creative thinking, while also connecting the classroom with real
world knowledge and modes of learning (NESA, 2019; Gobby & Walker 2017). As such, students are provided with opportunities
though which they can learn about food in a wide array of settings. This can enable the students to evaluate the relationships

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between food, technology, nutritional status and quality of life. Furthermore, students develop confidence and proficiency in their
practical interactions in a classroom setting. As food is an important component of many special occasions, during the unit students
are provided with opportunities to explore a range of special occasions e.g. social, cultural, religious, historical and familial. The
skills that are gained during the unit are also highly valuable and transferable in that students can easily incorporate these into their
daily and social lives.

In an IBL approach, the teacher takes on a learner centred approach to his or her classroom. It fosters curiosity in students,
allowing them to be independent in their learning and to have more control over what they learn (Roberts, 2008; Spronken-Smith
et.al., 2008). IBL challenges students by giving them tasks that encourages them to use their prior knowledge as well as search for
answers on their own, approaches which are evident in this unit.

Therefore, through IBL, students learn to work collaboratively and develop skills such as critical inquiry. This approach can be seen
at work in the unit, as students are given many opportunities to work collaboratively. Research also suggests that collaborative
learning enhances student motivation levels (Gobby & Walker, 2017). This approach to learning also allows students to cooperate
with each other and adopt leadership roles in the context of the syllabus.

UBD is an educational planning approach that has a specific and directed focus on backward design (Wiggins & McTighe, 2012).
This approach entails identifying the results and outcomes before planning and undertaking any classroom activity. With this in
mind, this unit has been augmented in order to align it with the desired results, subsequently allowing students to gain a good
understanding of the unit. In this way, the unit caters for all students’ needs, abilities, and interests through the incorporation of
these methods.

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Unit outline

UNIT OUTLINE
Subject: Food Technology Course: Stage 5, Year 10 Number of Weeks: 6
Unit title: Food for
Special Occasions
(NESA, 2019 Syllabus
P.38-39)
Content Focus
Food is an important component of many special occasions. Students explore a range of special occasions including social,
cultural, religious, historical and family. Students plan and prepare safe food for special occasions, demonstrating appropriate
food-handling and presentation skills.

Welcome to Stage 5, Year 9 & 10 Food Technology

Unit Structure
Unit Unit Name Timing

1 Food in Australia: Where has it all come from? Yr 9- Terms 1&2

2 Food Selection and Health: Is it good for me? Yr 9 Terms 2- 3

3 Food Trends Yr 9 Term 3-4

4 Food Product Development Yr 10 Term 1 and 2

5 Food Service and Catering: What’s on the menu Yr 10 Term 2 and 3

6 Food for special occasions: Let’s celebrate Yr 10 Term 3 and Term 4

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Syllabus content
Students:
 outline the significance of food throughout history
 explore reasons for celebrating with food, for example: social,
religious, historical
 investigate the significance of food in various cultures around
the world, for example:
international Indigenous Peoples, French, Korean, Vietnamese
 design, plan and prepare food items for special occasions, for
example: (ACTDEK045, ACTDEP048)
– a child’s birthday party
– NAIDOC celebrations
 demonstrate appropriate selection of equipment and techniques
used in food preparation
 demonstrate safe and hygienic work practices, for example:
(ACTDEK045, ACTDEP050)
personal hygiene, food safety, eg the food danger zone, cross-
contamination, safe work practices, use of PPE
 investigate factors to consider when menu-planning for special
occasions, for example: (ACTDEK045) nutritional value of
food, occasion and setting, characteristics of diners, eg age,
health, culture, resources, eg ingredients, equipment, skills, › plans, prepares, presents and evaluates food solutions
finance, time
 devise a workflow plan to be used when conducting a practical
activity
 investigate the importance of food presentation and service for
special occasions, for example: (ACTDEK045) garnishing and
decorating techniques
Syllabus outcomes
A student:
› demonstrates hygienic handling of food to ensure a
safe and appealing product FT5-1
› identifies, assesses and manages the risks of injury
and WHS issues associated with the handling of food
FT5-2
› applies appropriate methods of food processing,
preparation and storage FT5-5
› describes the relationship between food consumption,
the nutritional value of foods and the health of
individuals and communities FT5-6
› justifies food choices by analysing the factors that
influence eating habits FT5-7
› collects, evaluates and applies information from a
variety of sources FT5-8
› communicates ideas and information using a range of
media and appropriate terminology FT5-9
› selects and employs appropriate techniques and
equipment for a variety of food-specific purposes FT5-
10
for specific purposes FT5-11
› examines the relationship between food, technology
and society FT5-12
› evaluates the impact of activities related to food on the
individual, society and the environment
FT5-13
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Literacy Focus Numeracy Focus ICT Focus Differentiation/Modificatio
n
Literacy tasks e.g. Numeracy tasks e.g. ICT devices e.g. Flexible recipes to cater for all students, e.g.
writing, reading, students are to graph Chromebooks are vegetarian.
listening. their findings into used for research Scaffolded learning e.g. scaffold worksheets are
Rewarding and percentages and tasks. provided.
enjoyable literacy explain which Students are to use Variety of learning modes to cater for all students and
activities e.g. find a countries are google docs/google their learning styles e.g. examples, visual, mind maps,
word, cross words represented in the slides for their writing, listening, videos, images.
and word bank. classroom. multimedia portfolio, Providing students classwork at varied level of
Literacy activities and Using online shopping e.g. take evidence of difficulties depending on their abilities.
strategy e.g. students to budget. their learnings during Providing students with choices based on the student’s
having turns at the unit such as interest and different modes of learning in order to
reading 1 line each. photos, writings, food make learning more enjoyable and engaging.
KWL, Super6, Peel. products, recipe’s Scaffolding: This specific teaching strategy has been
Recount. class work. implemented in the unit plan by, for example; students
with learning difficulties or ESL are provided with a
variety of learning strategies, one on one support and
extra resources if required, such as glossary terms and
worksheets.
Differentiation: teacher is to provide one on one
support and explicitly show and students with learning
difficulties or EAL/D that may need help. E.g. showing
them a specific skill and going through with them

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Weeks Syllabus content and intended Teaching and Teaching and Learning Activities (Resources are Reg
learning/Outcomes learning provided in resource list below the unit outline)
strategies
1 › FT5-2 identifies, assesses and Class FOOD SAFETY & HYGIENE
manages the risks of injury and brainstorming,
WHS issues associated with the Collaborative Collaborative group work, students are to analyse
handling of food Discussion, image/s of unsafe kitchen practices and each group is
› FT5-1 demonstrates hygienic Mind-Mapping. to come up with as many risks and unsafe practices
handling of food to ensure a safe Booklet, they can find with and explain why. Groups are to
and appealing product Scaffolded
share their finding with the class. (picture is provided
learning.
 demonstrate safe and hygienic ICT devices e.g. in week 1 resources).
work practices, for example: Chromebook to
Class discussion and question time. Teacher is to
(ACTDEK045, ACTDEP050) research.
personal hygiene, food safety, eg the facilitate the discussion and questions.
food danger zone, cross- Differentiation:
Example question:
contamination, safe work practices, Scaffolded
use of PPE learning. 1. What should you do if you break a china or
 devise a workflow plan to be used glass item?
when conducting a practical Understanding 2. What should you if the cord on an appliance
activity by Design: begin becomes frayed?
with the end in 3. What should you do if you spill something on
mind. the floor?
4. How should you remove lids from saucepans?
Project Based 5. How should you remove something from the
Learning: foster oven?
critical and 6. How should you place a saucepan on the
creative thinking, stove?
connect 7. How should you cut using a knife?
classroom 8. Why shouldn’t you wear loose tops when
learning with real cooking?
world context.

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 9. Why shouldn’t you be bare feet in the kitchen
Strategic when cooking?
questioning and 10. Why shouldn’t you chop food on a plate?
higher order 11. What should you use when chopping food?
questions such
as Why, How Food safety and hygiene video:
and What. https://www.youtube.com/watch?v=gZC4XmtcmD0&t=32s
Food Safety and Hygiene Kahoot Quiz based on the
Super six, KWL: week’s learnings.
What I Know,
What I want to Food safety Revision activity. (resource is included in
know, What I week 1 resources).
Have Learned. Back up and extension activities can be: food safety
(ICT) fun and enjoyable activities from the resources e.g.
(Numeracy) cross words, find a word.
(Literacy)

2 › FT5-13 evaluates the impact of
activities related to food on the
individual, society and the
environment
› FT5-8 collects, evaluates and
applies information from a variety
of sources
› justifies food choices by analysing
the factors that influence eating
habits FT5-7
› communicates ideas and
information using a range of
media and appropriate
Class Food for Special Occasions/ Different types of
brainstorming, celebrations Intercultural Understanding
Collaborative The different people who have migrated to Australia
Discussion, have also contributed to the cultural celebrations that
Mind-Mapping. we sometimes participate in.
Booklet, Where do we come from? Make a list of the
Scaffolded countries that members of your class, or their
learning. families, came from before arriving in Australia.
ICT devices e.g.
Chromebook to Work with another student to brainstorm foods and
research. food-related celebrations that are linked to three of
the countries you listed in Question 1. Write a

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 terminology FT5-9 Differentiation: summary of the results of your discussion. Use the
Scaffolded following outline to help you.
learning.
Country: e.g. Australia
 explore reasons for celebrating Understanding
with food, for example: social, by Design: begin Foods linked to this country: e.g. Pavlova, meat pies
religious, historical with end in mind. Food celebrations and times linked to this food and
 investigate the significance of food country: holidays, dessert, Christmas, summer.
in various cultures around the Project Based
world, for example: Learning: foster Celebrations task: ICT
critical and
creative thinking, Select one of the events from the celebration task.
connect What culture or religion does the celebration come
classroom from?
learning with real Search the internet to find out the sorts of foods that
world context. might be consumed by members of the culture or
religion.
Strategic
List at least two different examples.
questioning and
higher order Numeracy task: students are to graph their findings
questions such into percentages and explain which countries
as Why, How are represented in the classroom.
and What. Kahoot quiz based on the week’s learnings.

Literacy and writing activity

Interview a classmate and complete the following, this
account should be written as an imaginative recount,
giving detail of an event, e.g. A day in the life of a
special event.
 Name the event they love to celebrate each
year

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  Why do they celebrate this event?
 Why do they love celebrating this event?
 What do they do to celebrate this event?
 What special foods are involved in the
celebration of this special event?
 Present 2 images that represent this special
event.

Recount structure
What is a recount?
Purpose: Recount are written to retell events with the
purpose of either informing or entertaining their
audience.
Features of Recounts: focuses on individual
participants/event.
Structure:
 The recount has a title, which usually summarises
the text
 Specific participants
 The basic recount consists of three parts:
-The setting or orientation- background information
answering who? When? Where? Why?
-Events are identified and described in chronicle
order.
-Concluding comments express a personal opinion
regarding the event described
 Details are selected to help the reader reconstruct
the activity or incident.

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  Details of time, place and incident need to be
clearly stated, e.g. At 11.15 pm, between Reid Rd
and Havelock St a man drove 140 kms towards the
shopping centre
 Descriptive details may also be required to provide
information, e.g. He was a skinny boy with a blue
shirt, red sneakers and long hair
 Includes personal thoughts and reactions

Language (Literacy)
 Is written in past tense (she yelled, it nipped,
she walked)
 Frequent use is made of words which link
events in time, (such as next, when, then, after,
before, firs, at the same time, as soon as she
left, late on Friday)
 Recount describes events, so plenty of use is
made of verbs (action words), and of adverbs
(which describe or add more detail to verbs)
 Details are often chosen to add interest or
humour to the recount.
 Use of personal pronouns (I, we) (Personal
recount)
 The passive voice may be used, e.g. The
bottled was filled with ink (Factual recount)

3 › evaluates the impact of activities Class Special Occasions and Food/ Reasons we
related to food on the individual, brainstorming, Celebrate Intercultural Understanding
society and the environment Collaborative

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 FT5-13 Discussion, Below are different categories of reasons people have
› FT5-8 collects, evaluates and Mind-Mapping. celebrations, for each category identify one example
applies information from a variety Booklet, and explain: social reasons, cultural reasons, religious
of sources Scaffolded reasons, historical reasons, family reasons.
› justifies food choices by analysing learning.
the factors that influence eating ICT devices e.g. Complete the table, giving at least three reasons for
habits FT5-7 Chromebook to individual, family and community celebrations.
› communicates ideas and research.
information using a range of How might the foods that are served at family,
media and appropriate Differentiation: individual and community functions differ?
terminology FT5-9 Scaffolded
learning. 1. Think about your own family. What special
occasions does it celebrate in a typical year?
Understanding
 explore reasons for celebrating by Design: begin Pick one of the family occasions. Outline in detail
with food, for example: social, with end in mind. the foods that might be served at that celebration.
religious, historical Compare the foods that you have outlined in
 investigate the significance of food Project Based Question with another student’s answers. How are
in various cultures around the Learning: foster your foods different and how are they similar?
world, for example: critical and
› creative thinking, What reasons might there be for families choosing
connect different foods for special occasion?
classroom
learning with real Case Study
world context. The Brown family is celebrating the birth of the first
grandchild in the family. They are planning a barbecue
Strategic lunch. There will be six adults attending: the
questioning and grandparents, the parents, and an aunt and an uncle.
higher order The family want to make the barbecue a memorable
questions such event.
as Why, How
and What.

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 a Plan the foods that will be served at the family
Case study. barbecue. Include main course foods and
desserts.
b Explain why you have chosen these foods.

Case Study: (See Resources)

Breads around the world, how breads differ around
the world and how breads are significant parts of
different cultures and their celebrations.
Taste testing different breads e.g. Lebanese bread,
Persian bread, nan, damper, tortilla, bagel, baguette.

Celebrations Kahoot quiz based on the week’s

learnings. (see resources)

4 › plans, prepares, presents and Class Practical Week Australian Cuisine Pavlova
evaluates food solutions for brainstorming, Demonstration and practical
specific purposes FT5-11 Collaborative Pavlova: teacher is to demonstrate, followed by the
› demonstrates hygienic handling of Discussion, students creating the pavlovas in groups. See
food to ensure a safe and Mind-Mapping. resources for the recipe.
appealing product FT5-1 Booklet, Pavlova is popular during Christmas and summer as a
› selects and employs appropriate Scaffolded dessert. Popular dish and an important part of the
techniques and equipment for a learning. Australian and New Zealand cuisine. It is also
variety of food-specific purposes ICT devices e.g. frequently served during celebratory holiday meals.
FT5-10 Chromebook to Students are to take photos of their food for their
research. folios, and write a reflection on what they did well and
 investigate the importance of food how they can improve in the future.
presentation and service for Differentiation: Students are reminded of the requirements such as
special occasions, for example: Scaffolded equipment, participation, practical weeks,
(ACTDEK045) garnishing and learning. assessment.
decorating techniques

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  demonstrate appropriate selection Understanding Teacher is to: check tea towel, apron, dish cloth,
of equipment and techniques used by Design: begin correct shoes.
in food preparation with the end in
 demonstrate safe and hygienic mind. Practicals in groups of 4, tray and organise
work practices, for example: equipment, collect ingredients, safety e.g. oven doors
(ACTDEK045, ACTDEP050) Project Based and oven mitts, cooking, stay in own bays.
Learning: foster
critical and Marking, serving, cleaning up and teacher is to check
creative thinking, draws.
connect
classroom Differentiation: teacher is to provide one on one
learning with real support and explicitly show and students with learning
world context.
difficulties or EAL/D that may need help. E.g. showing
Strategic them a specific skill and going through with them.
questioning and
higher order
questions such
as Why, How
and What.

Super six, KWL:

What I Know,
What I want to
know, What I
Have Learned.

5 › plans, prepares, presents and Universal Design Family meals and balanced diets around the world
evaluates food solutions for for Learning: Intercultural Understanding
specific purposes FT5-11 provide students Provide examples of how balanced diets around the
› describes the relationship instructions that world may differ. For e.g. curries and rice in India,
between food consumption, the presents

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 nutritional value of foods and the information and Beans and tortilla in Mexico, Pasta in Italy, Roast
health of individuals and content in dinner in America.
communities FT5-6 various ways, Ask students if anyone wants to share their staple
› justifies food choices by analysing therefore meals and what they have at home.
the factors that influence eating allowing the Provide the class with Family meals examples.
habits FT5-7 students Research Dietary guidelines Australia. (see
different ways to resources)
 investigate factors to consider show what they Essential Nutrients PowerPoint (see resources)
when menu-planning for special know and to ICT
occasions, for example: stimulate an Use online shopping e.g. Coles and Woolworths for
(ACTDEK045) nutritional value interest in more students to work collaboratively as a group and come
of food, occasion and setting, learning e.g. up with a meal for a family of 4. Extensions can be
characteristics of diners, eg age, asking students special dietary requirements e.g. vegetarian. Ensure
health, culture, resources, eg to share their life the meals is balanced and has taken the Australian
ingredients, equipment, skills, experiences, Dietary Guidelines into considerations.
finance, time foods that are Numeracy task: budget and calculate the expenses.
 significant to
them, Kahoot quiz based on the week’s learnings.

6 › describes the relationship Class Practical Week balanced family dinner Stir Fry
between food consumption, the brainstorming, Demonstrations and practical
nutritional value of foods and the Collaborative Balanced family dinner, stir fry. See resources for the
health of individuals and Discussion, recipe.
communities FT5-6 Mind-Mapping.
› justifies food choices by analysing Booklet, Differentiation: provide students with the option of
the factors that influence eating Scaffolded vegetarian or meat to cater for all students.
habits FT5-7 learning. Assessment: students to be assessed for
› demonstrates hygienic handling of ICT devices e.g. presentation, completion, equipment.
food to ensure a safe and Chromebook to Students are to take photos of their food for their
appealing product FT5-1 research. folios, and write a reflection on what they did well and
how they can improve in the future.

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 investigate factors to consider Differentiation: Students are reminded of the requirements such as
when menu-planning for special Scaffolded equipment, participation, practical weeks,
occasions, for example: learning. assessment.
(ACTDEK045) nutritional value
of food, occasion and setting, Understanding Teacher is to: check tea towel, apron, dish cloth,
characteristics of diners, eg age, by Design: begin correct shoes.
health, culture, resources, eg with the end in
ingredients, equipment, skills, mind. Practicals in groups of 4, tray and organise
finance, time equipment, collect ingredients, safety e.g. oven doors
Project Based
and oven mitts, cooking, stay in own bays.
Learning: foster
critical and Marking, serving, cleaning up and teacher is to check
creative thinking,
draws.
connect
classroom Differentiation: teacher is to provide one on one
learning with real
support and explicitly show and students with learning
world context.
difficulties or EAL/D that may need help. E.g. showing
Strategic them a specific skill and going through with them.
questioning and
higher order
questions such
as Why, How
and What.

Super six, KWL:

What I Know,
What I want to
know, What I
Have Learned.

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Resources
Folio and workbook, ICT resources, recipe,
kitchen, food items, aprons, enclosed shoes.
Notes
Check Sentral for attendance, any students
with special needs.
Assessment Of/For/As learning details
Assessment for Learning: Formative assessment/assessment for
learning, e.g. strategic questioning and higher order questions such as
why, how and what, one-minute papers, class discussions, mind map.
Strategies that will be used to check for understanding and progress over
the duration of the unit, e.g. questioning and quizzes to understand
students learning needs and progress.
Assessment of learning/summative: using evidence of student learning
to assess achievement against outcomes, end of unit.
Multiple choice and short answer exam, end of unit.
Peer and self-assessment, student reflection on their learning, folio, diary.
Evaluation of the learning and teaching
Diverse range of evaluation methods such as: quizzes, practicals,
classwork, portfolios and student surveys.
Students are provided with surveys at the end of the unit to provide
feedback for the teacher towards continuous improvements to the unit.
Reflection.
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Resources
Example of unsafe work practices.

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Week 1 Resources Safety.

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Weeks 2 and 3 resources.

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Recipe’s for practicals.

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Example of family friendly and balanced diet meals.

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Australian Guide to Healthy Eating Resource.

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Meal planning activity.

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Essential Nutrients brief PowerPoint

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Peel, Alarm, Super 6 scaffold to assist students in their literacy activities such as writing.

27
Breads around the world, how breads differ around the world and how breads are significant parts of different cultures and their
celebrations.

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Literacy writing activity.

29
Enjoyable literacy activities

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Video scaffold, ICT resource to assist students with understanding of the unit.

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Celebrations Kahoot Quiz

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 Reference

Clarke, M., & Pittaway, S. (2014). Marsh's Becoming a Teacher EBook. P. Ed Australia.

Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy Learning: The Middle Years, 24(2), 17.

Food Technology | NSW Education Standards. (2019). Educationstandards.nsw.edu.au. Retrieved 2 May 2019, from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/food-technology-syllabus

Gough, E. (2018). Topic 3. Introduction to the Quality Teaching Framework (QTF) and the Australian Prof…. Edufolios.org.
Retrieved 2 May 2019, from https://edufolios.org/emilygough/2018/08/09/topic-3-introduction-to-the-quality-teaching-
framework-qtf-and-the-australian-professional-standards-for-teachers/

Markham, T. (2011). Project based learning a bridge just far enough. Teacher librarian, 39(2), 38.

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 Quality teaching in our schools | Professional learning. (2019). Education.nsw.gov.au. Retrieved 2 May 2019, from
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our-schools

Spronken-Smith, R., Bullard, J. O., Ray, W., Roberts, C., & Keiffer, A. (2008). Where might sand dunes be on Mars? Engaging students
through inquiry-based learning in geography. Journal of Geography in Higher Education, 32(1), 71-86.

The Guidelines | Eat For Health. (2018). Eatforhealth.gov.au. Retrieved 2 May 2019, from
https://www.eatforhealth.gov.au/guidelines

Walker, R., & Gobby, B. (2017). Testing times for assessment and pedagogy. In Powers of Curriculum: Sociological perspectives on
education (pp. 323-349).

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