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Food and Technology 2006-2010

Frequently Asked Questions

As published in the VCAA Bulletin, December 2005, pp. 9-10.

The following FAQs have been prepared in response to questions raised at the VCE Food and Technology implementation workshops held during 2005.

1. What types of production tasks are suitable for Unit 3 Outcome 1?
2. Response:
   Many of the production tasks that are used as part of the current course will still be suitable. There are a broad range of suitable production tasks; those selected will depend on how the teacher chooses to deliver this part of the course, resources available and the interests of students. It will be important to provide a range of production activities which use the key foods and demonstrate the functions of natural food components, and a wide range of cooking techniques and preservation techniques. By linking key knowledge/key skills, natural components of key foods and functions of their natural food components, teachers may choose to work through the key foods, for example, fruit (acids) for marinades; cereals (starches) for gelatinisation and thickening sauces; eggs (protein), coagulation for setting custards and so on. These could be linked to the impact of cooking techniques for different key foods, such as baking, stewing and frying and the natural food components. Roux, toast, lemon butters, toffees, biscuits, breads, pikelets, pastry (using the rubbing-in method), hamburgers and marinaded satays are all simple practical lessons that can be used. Practical lessons that include processes with a greater level of complexity include making flaky pastry, Danish pastry, meringue and deep frying. Consider using cuisines from other countries for inspiration. In summary, include a range of processes from simple to more complex that allow students to see the natural components in action. Without complicated chemistry, allow students to see what happens to the component with the presence of heat, cold, friction, and wet and dry cooking methods.  
3. How much do students need to know about food regulations in Unit 3 Area of study 3, Maintaining food safety in Australia?
4. Response:
   The 'Advice for teachers' section in the Study Design (p. 30) gives clear guidelines on the extent of knowledge required. Students need to know what the Food Standards Australia New Zealand (FSANZ) is, and its role in developing the Food Standards Code. They need to understand components of the Food Standards Code and how it is used, for example, its application to food production. Additionally, students should develop a general understanding of the roles and responsibilities of federal, state and in particular local government, in implementing the code. Students should have a detailed knowledge of food labelling and Hazard Analysis and Critical Control Points (HACCP).  
5. For Unit 4, Area of study 3, where can I find more information on new and emerging food trends, novel and functional foods and GM foods?
6. Response:
   A large number of websites are listed in the 'Suitable resources' section of the Food and Technology Study Design (pp. 53-55). Teachers will find useful information at the FSANZ website, the National Centre of Excellence in Functional Foods website, as well as the Food Australia website (www.foodaust.com.au) and journal. Note: The above link takes you outside the VCAA website to a website not maintained or funded by the VCAA. Teachers can also keep up-to-date simply through local supermarket visits. The back pages of Table, Good Taste and Food Ideas magazines, published monthly, are also useful. The Herald Sun food section on Tuesday and The Age Epicure section on Tuesday are also useful resources.  
7. The Study Design contains references to technological developments in the food area. What is considered 'new' in terms of technology in food?
8. Response:
   In covering technological developments in tools and equipment for domestic use (Unit 2 Outcome 1, key knowledge), the following equipment could be considered, silicon cookware, micro-plane graters and light ovens. Over the accreditation period of the Food and Technology Study Design new tools and equipment are likely to be commercially available and could be incorporated into practical classes or demonstrated to students. Unit 4 Area of study 2 includes technological changes that relate to the development of food products. Unit 4 Area of study 3 focuses on technological developments that have led to the development of new and emerging food. An example of this is ultrafiltration, which has led to the development of new juices.  
9. What is the scope of assessment tasks where multimedia could be used (for example, Unit 4 Outcome 2 or 3)?
10. Response:
    All assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Assessment tasks should be completed mainly in class and within a limited timeframe. The overall assessment program for the unit should include a variety of assessment task formats, include provision for authentication of student work and take into account the overall workload for students. Students may need to be given more time for some task types than others.

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The School-assessed Task: Unit 3 Outcome 3, Unit 4 Outcome 1

1. The School-assessed Task is allocated more marks towards the study score. Will it still be reviewed through visitation?
2. Response:
   The School-assessed Task will be marked by the classroom teacher and may be reviewed through visitation. Samples of preserved food items that comprise the product need to be made available should visitation occur, along with each student's design brief, criteria for evaluation, design plan, production plan and evaluation report. A representative sample of three of the set of items for each student will need to be retained. These samples should comprise foods that have been preserved using a variety of secondary processing techniques. Representative samples do not mean that the whole food item (which forms part of the overall product) needs to be retained. A portion or small bottle or jar is generally all that is required.
3. When should work for Unit 3 Outcome 3 be marked?
4. Response:
   It is advisable to conduct a preliminary assessment of the work completed as part of Outcome 3 at the end of Unit 3. In most cases, the teacher will be required to report on student progress and provide an 'S' or 'N' for the unit. However, students can be given the opportunity to make minor additions to the design plan folio that is assessed as part of the School-assessed Task towards the end of Unit 4.
5. How important is keeping a record of production processes for the School-assessed Task? What is the role of the 'Additional teacher comment' sheet?
6. Response:
   Students do not need to fill in log books and journals. Students need an overall plan for the School-assessed Task, individual work plans for each production and to keep notes on any changes or additions. They may note on their individual plans at various times during the production if they are working to their timeline. Students will then be able to refer to these notes when evaluating their work. Classroom teachers will find it useful to keep a record of how students work during production and the production processes students use. It is recommended that the 'Additional teacher comment' sheet is photocopied (one per student) prior to students commencing production. This sheet needs to be available for visitation. The completed sheet is also a helpful reference when a teacher assesses a student's production work.
7. Unit 4 Area of study 1, Implementing a design plan, key skills include 'use appropriate techniques, including simple and more complex processes'. What are complex processes?
8. Response:
   Complex processes refer to 'hands-on' processes that typically involve (a series of) decisions that directly affects an outcome (usually the food product that results from combining ingredients, equipment and processes). Selection of the correct processes and application of these processes is paramount to the success of the outcome. This may include, for example, timing/addition of ingredients, order of addition of ingredients, and rate of addition of ingredients critical to the outcome, and often includes making a judgment on cooking times, or application of the exact amount of heat (for example, achieving a rolling boil for jam). For a list of complex processes and examples of foods that result from complex process please refer to the Table of Complex Processes (March 2006, DOC - 77KB).
9. Should students develop evaluation criteria about the effectiveness of the design plan and production activities as suggested in the past?
10. Response:
    Students are expected to evaluate the effectiveness of planning and production activities (see Unit 4 Outcome 1, key skills, last bullet point), therefore it will be appropriate for students to develop relevant evaluation criteria. However, these questions can become very predicable for all students, for example, 'Did I complete the food product in the time required?' 'Did I work hygienically and safely?' It is preferable for evaluation criteria questions to focus specifically on aspects relating to the student's own product (say six to eight questions) and a couple of questions that focus on the effectiveness of the design plan and efficiency of food preparation and processing activities.

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