Stage 5 Food Technology
Unit Title: What's on the menu? (Unit 5) / Time allowed: 15 WeeksFocus Area:
Core: / Food Service and Catering
Food Preparation
Unit Description: / Outcomes:
Food service and catering are important areas of the food industry. They provide people with both food and employment. Students will examine food service and catering ventures and their operations across a variety of settings and investigate employment opportunities. Students will plan and prepare safe and appealing foods appropriate for catering for small or large scale functions. / 5.1.1 demonstrates hygienic handling of food to ensure a safe and appealing product
5.1.2identifies, assesses and manages the risks of injury and OHS issues associated with the handling of food
5.2.3 applies appropriate methods of food processing, preparation and storage
5.4.2 communicates ideas and information using a range of media and appropriate terminology
5.5.1selects and employs appropriate techniques and equipment for a variety of food-specific purposes
5.5.2plans, prepares, presents and evaluates food solutions for specific purposes
5.6.2 evaluates the impact of activities related to food on the individual, society & the environment
Resources: / Assessment:
Text 1Aspin L et al (2010) Food Tech Focus. Pearsons, Victoria
/ Task 2 (i) :
Practical Exam – 10[BN1]%[GE2]
Task 2 (i) :
Written Exam – 15[BN3]%[GE4]
Task 3
Food Service and Catering Menu Design Task and practical – 25[BN5]%[GE6]
Key Competencies / Cross Curriculum ContenT
During the course, students will:
- source, select and sequence information about food issues, developing competence in collecting, analysing and organising information
- describe, discuss and explain food issues in written, graphic and oral form, developing competency in communicating ideas and information
- plan, prepare and present food, developing competence in planning and organising activities
- design, make and evaluate solutions to food situations, - developing competence in solving problems
experiment with and prepare food using appropriate materials and equipment, developing competence in using technology / Information and Communication Technologies (ICT) - word processing applications
Civics and Citizenship
Students will develop a sound understanding of the nutritional, social and environmental roles of food and food products. In ‘food service and catering’ students will develop understanding that will allow them to become discriminating consumers of food products, enabling them to participate in society in an active and informed manner.
Environment
Students will develop an understanding of the ecological impact of food production, catering and service and the various ways in which environments influence access to and choice of food through the study of the core ‘food preparation and processing’, and the focus areas ‘food in Australia’, ‘food product development’ and ‘food equity’. This will enable them to make informed decisions with regard to food and the environment.
Knowledge
Students learn about: / Skills
Students learn to: / Integrated learning experiences, instruction and assessment / Evidence of learning / Feedback
Food service and catering ventures including:
- profit, eg restaurants
- the economic and social value of the food service and catering industry
- examine a variety of food service and catering operations
- discuss the contribution of the food service and catering industry to society
Go to website to find information
Class draw up table indicating examples of profit and non-profit establishments.Textbook.p177 Students are to find an example of each type of venture in the local area[BN7][GE8]
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 worksheet 7.1 Carla’s Catering
Prac: Sticky Date Pudding[GE9][BN10]
Photographed finished product- in teachers drop box / Oral discussion and completion of table with examples demonstrates understanding of types of venues & catering ventures
Students complete written activities / Teacher gives oral feedback[BN11]
Teacher & students give verbal feedback
Employment opportunities including
- back of house, eg chef, kitchen hand
- front of house, eg waiter, supervisor
- management
- delivery
- conduct an advanced web search using appropriate search engines to investigate employment opportunities in the hospitality industry including remuneration and full-time, part-time and casual work opportunities
Class discussion employment opportunities in the Food Service & catering industry.
Took notes from textbook- p.179
Students complete information reports, using the provided scaffolding on the opportunities, requirements & remuneration for the food service & catering industry. Suggested websites
Students investigate website for Hot Rocks events & Catering & complete textbook task p180
Prac: Bruschetta[GE14][BN15] / Class discuss clip, respond to questions
Students complete activity and submit for marking / Teacher gives verbal feedback during discussion
Teacher marks and gives written feedback on task
Knowledge
Students learn about: / Skills
Students learn to: / Integrated learning experiences, instruction and assessment / Evidence of learning / Feedback
Employer and employee rights and responsibilities with regard to food establishments such as
- OHS Act (WHS Act)
- industrial legislation such as industry awards, enterprise agreements
- anti-discrimination legislation
- EEO principles
- outline the responsibilities of the employer and employee under various Acts and legislation with regard to food establishments
- assess and manage risks when preparing and managing foods
- demonstrate safe work practices when preparing and serving food
Class reviews workcover website and writes a report titled “Safety at work –who is responsible?”
Prac :Fish & chips, tartare sauce Lamb Burgers ( safety issue with deep frying[GE18][BN19]!) / Students complete looking back questions p184
Students complete a written report
Students complete a risk assessment & compile a list of safety tips for deep frying / Teacher & student feedback about chosen responses
Teacher gives written feedback about report
Consumer rights and responsibilities in relation to food including
- safety and hygiene
- value for money
- accurate information with regard to food labelling and marketing
- outline the rights and responsibilities of consumers with regard to food.
Food Hygiene and Safety- introducing safe food handling
Watch short clip “The truth about food poisoning:
Explore the food authority’s website to find out more about name & shame & how complaints are made & dealt with & keeping food safe:
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[GE20][BN21] / Responses to clickview questions
Report back to the class with findings
Students observe& record the physical changes that take place during teacher demonstration / Teacher & student feedback about given responses
Teacher feedback about reported findings
Teacher & student feedback about given responses
Knowledge
Students learn about: / Skills
Students learn to: / Integrated learning experiences, instruction and assessment / Evidence of learning / Feedback
Menu planning considerations such as
- scale of function
- types of menus for example cyclic, a la carte
- facilities, staff, time, money
- time of year, time of day, occasion
- health, occupation, gender, age, preferences, number of people
- compare and contrast a variety of menus from a range of catering and service operations
Using the website:
Students are to view the large variety of menus available & identify the factors that had to be considered when developing these menus. Text ref p188
Prac: Potato & leek soup[GE22][BN23] / Notes taken in workbook and discussion in class
Costed the recipe – scaffold for assessment task / Oral feedback from teacher
Recipe development including
- ingredients to be used
- method of preparation
- quantity required for various portions
- cost per portion
- measuring
- recipe writing
- identify the elements of a recipe
- compare a recipe for a small scale production with a recipe for use in large scale catering
- develop/modify a recipe for use in large scale catering
& label each element
Teacher explains costing a recipe & modifications for large scale production. Students complete costing matrix
Clickview –Recipe to Riches[GE24][BN25]
Class complete a group practical activity where they will produce a recipe and develop for use in large scale catering
Prac: Chicken Involtini[GE26][BN27] / Students label elements of a recipe
Students complete costing matrix
Students introduced to Ipad Application- costing a recipe
Practical Activity -Scones / Peer to peer assessment of recipe labelling activity
Teacher gives written feedback on costing matrix
Students evaluate their success of large scale production of a recipe
Knowledge
Students learn about: / Skills
Students learn to: / Integrated learning experiences, instruction and assessment / Evidence of learning / Feedback
Purchasing systems
- ordering, receiving, controlling, issuing
- examine organisational systems used in a service or catering operation
Food service and catering considerations such as
- plating food
- style of meal
- number of courses
- customer requirements
- cost
- time available
- presentation and service of food
- visual appeal
- garnishes
- styles of service such as buffet, a la carte and silver service
- design, plan and prepare safe and appealing food items appropriate for catering for small or large scale functions
- determine an appropriate table layout or setting for a specific style of meal
- select and apply appropriate presentation techniques and styles of service for various occasions
Students watch powerpoint on
Making Food look Good
Practical activity: Chargrilled Middle Eastern Lamb Burgers[GE29][BN30]
Students will complete an assessment task
Clickview- Good Food Presentation
Students to watch video- Airline Catering and discuss after the difficulties of catering for range of people and confined spaces.
Practical Activity-
Chicken parmigiana Text p333
Buttermilk Pancakes and raspberry Coulis[GE31][BN32] / Preparation of the main meal.
Preparation of / Teacher and peer evaluation on presentation of food & table setting
Knowledge
Students learn about: / Skills
Students learn to: / Integrated learning experiences, instruction and assessment / Evidence of learning / Feedback
Physical and nutritive effects of preparation and processing in domestic and industrial setting /
- explain how various methods of food processing and preparation affect the physical characteristics of food
- outline ways in which nutritive loss can be minimised during preparation and processing
During teacher demonstrations students will complete observations & questions relating to the specific physical changes & nutrient loss minimisation
Prac: Greek lamb salad[GE33][BN34]
Photographed presentations- photos in teachers drop box / Students complete looking back questions
Students complete observations & questions during teacher demonstrations. / Teachers & students provide feedback when discussing chosen responses
Teacher provides feedback during demonstrations
Additional Content
Aspects of operating a small food business venture
- economic
- legal
- environmental
- commercial
- create a proposal for a small food business venture using a design brief approach
Students read case study Barclay’s Café” p202 & complete questions
Practical- Teryaki Chicken Wrap[GE37][BN38] / Students complete a restaurant design assessment task / Teachers & students provide feedback when discussing chosen answers
Teacher gives extensive written feedback on assessment task
[BN1]23.5.13
[GE2]23/05/2013
[BN3]5.6.2013
[GE4]05/06/2013
[BN5]29.7.13 Handed out assignment 9 minor
[GE6]Given out the task, students are working on
[BN7]06/06/2012
[GE8]06/06/2013
[GE9]24/07/2013
[BN10]24/07/2012
[BN11]25.7.13, 29.7.13, year 9 minor
[BN12]06/06/2013
[GE13]06/06/2013
[GE14]30/05/2013
[BN15]30/05/2013
[GE16]29/08/2013
[BN17]29/08/2013
[GE18]07/08/2013
[BN19]07/08/2013
[GE20]27/06/2013
[BN21]27/06/2013
[GE22]12/06/2013
[BN23]12/06/2013
[GE24]05/09/2013
[BN25]05/09/2013
[GE26]01/08/2013
[BN27]01/08/2013
[GE28]Organised for 19/09/2013
[GE29]07/08/2013
[BN30]07/08/2013
[GE31]21/08/2013
[BN32]21/08/2013
[GE33]19/06/2013
[BN34]19/06/2013
[GE35]29/08/2013
[BN36]29/08/2013
[GE37]04/09/2013
[BN38]04/09/2013