Activities 1 – 2: Introduction ‘Let’s talk food’, group discussion and Mood board

Learning goals:

• Recognise the importance of eating a variety of food and the benefits of eating a balanced diet aligned with the recommendations made in the Australian Guide to Healthy Eating. 
• Identify food that provides energy and meets daily dietary requirements.

Learning Elements

What are students doing and why are they doing it? 

In the discussion, students identify favourite foods, reasons for food choices, why healthier choices are made and how different food contributes to mood. 

They identify individual motivators for positive eating behaviour change. 

The purpose of this discussion is to engage students with making the connection between ‘good food’, the benefits of healthy eating and physical and mental health and wellbeing and social connectivity. 

How will this be communicated to students? 

Teachers use the discussion task to help students identify how food choices contribute to physical, mental and social health and wellbeing.  

What do students need to know/understand/be able to do by the end of the activity? 

By the end of the activity, students should be able to demonstrate understanding of tools (AGTHE) to meet energy and diet requirements and suggest possible modifications to their current diet and food choices so that they align with the AGTHE recommendations.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students? 

To support student success, teachers may provide Power Point posters that link to positive eating.

Teachers need to support students when they plan meals that meet the AGTHE guidelines and individual preferences for taste and social interactivity.  

How does this activity include the Approaches to Applied Learning?

Connects learning to real-life experiences (motivation to engage), allowing students choice and voice in expressing their food choices (without judgment) and valuing each student’s socio-cultural background (a student-centred and flexible approach). 

• Motivation to engage in learning
• Student agency in learning
• A student-centred and flexible approach

Assessment

How will teachers know if students have mastered the goals(s) and/or application(s)? 

Students can listen and share their opinions and ideas in a free-wheeling and non-judgemental forum. Students can propose ideas and make decisions or agreements about positive changes in eating behaviours. 

Students can identify and quantify the amount of familiar foods they need to meet their energy and diet requirements.

Students independently plan and record a series of meals that meet individual standards for success over a negotiated period.

How will teachers review student learning? 

Learning of individual student’s food and meal planning (based on the AGTHE) and preparation skills will eventually be reviewed through Teacher Observation Checklist (see sample) record keeping1 and photo and videos of completed meals prepared and presented. 

What will teachers do for students to progress and reflect on their learning? 

Teachers will use student self- and peer evaluation of snacks and meals planned and made over the nominated period of assessment. Progress can be recorded in a student reflection diary of changes made in food choices in the meals planned and prepared at school and/or at home and/or consumed outside the home. 

Assessment evidence

Activity 1

• Discussion activity (formative) to engage students, arouse interest, and stimulate investment in and focus on the task. 

Activity 2

• Mood board (formative) provides opportunities for students and teacher to identify and negotiate standards and a shared understanding to plan outcomes. 
• Record keeping/observation checklists/photo/videos of meal making, student diaries or reflection journal (summative) examples of assessment – to determine student understanding of the use of the Australian Guide to Healthy Eating to make a broad assessment of their own diet through record keeping, self- peer and teacher observation of snacks and meals made. 

Resources

• Student quiz for diet assessment –see p. 6 of Australian Dietary Guidelines (ADG) Summary document 

Suggested Teacher References: 

• The Eat for Health is a government resource that provides evidence-based up-to-date information about the food guidelines and recommendations for a well-balanced diet.  Free resources such as posters are available from 
• The Australian dietary guidelines publications . 
• How much we need to eat each day 
• Teacher Reference ADG-Summary covers Learning Goals dot points 1,2 and 5 

Teacher References 

• Eating Well covers Applications
• Food-a fact of life is run by the British Nutrition Foundation but is relevant for Australian teachers and their students.
• Links to relevant activities are indicated throughout this resource. 

Glossary

• Food and Nutrition Key Terms and Definitions
• Australian Guide to Healthy Eating  (AGTHE)

Activity 3: Getting ready to cook

Learning goal:  

• Identify available kitchen tools such as knives, tongs, saucepans and cooktops required to prepare, cook and present food.

Application:

• Use a variety of tools safely and hygienically.

Learning Elements

What are students doing and why are they doing it?

Tools and equipment - Students identify 6 items of tools and equipment, and their function and safe use. Complete worksheet.

The purpose of this task is to enable students to identify, correctly name and become familiar with available kitchen tools such as knives, tongs, saucepans and cooktops required to prepare, cook and present food that is nutritious and tasty (looks good, tastes good and is good for us). 

How will this be communicated to students?

Before completing Activity 3 worksheet, teachers determine the level of students’ understanding with a preliminary ‘sticky note’ task of matching tool and equipment names with the actual items.

What do students need to know/understand/be able to do by the end of the activity? 

Students are encouraged to consistently use the correct name for the tool or equipment item.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students? 

Post worksheet and respond in the student reflection journal/diary. Teachers to record on the student record spreadsheet (for auditing).  Completed worksheets could also be created as a poster to be displayed as an annotated visual display to reinforce applied learning. 

How does this activity include the Approaches to Applied Learning? 

Students remain engaged in a hands-on fun activity (motivation to engage in learning) where they can apply their knowledge in a practical task (applied learning practices).   

• Motivation to engage in learning
• Applied learning practices

How will teachers know if students have mastered the goal(s) and/or application(s)? 

Students can identify familiar and novel cooking tools and small and large items of equipment.  They can describe how to use the tools and equipment safely and keep them clean. They can make viable suggestions for alternative items of equipment when the most appropriate tools are not available. 

How will teachers review student learning?

Teachers refer to correct name and use of tools and equipment (glossary in student workbook or diary) or AVD in classroom.

What will teachers do for students to progress and reflect on their learning?

Encourage students to use correct terminology, and to record on observation checklist for consistent practical application.

Assessment evidence

• Annotated visual display or posters (summative): create a digital poster or visual display of items of tools and equipment (including possible substitutes e.g., fork to replace whisk, electric frying pan or sandwich maker to replace oven and/or grill). 

Resources

• Cooking in school
• Basic tools and equipment 
• Small and large items of kitchen tools and equipment
• Student journals, work or display booklets for recording notes and observation
• Teacher observation checklist 
• Student record spreadsheet 

Activities 4 – 7: Discussion sensory properties of food, Food likes and dislikes, Taste tests and Summative Assessment: Eat for taste and enjoyment, Annotated Visual Display (AVD)

Learning goal:

• Discuss the importance of presenting sensory appealing meals to others. 

Application

• Plate and present food that provides sensory appeal.  

Learning Elements

What are students doing and why are they doing it? 

Activity 4: Students discuss the suggested ideas – what makes food "tasty or not tasty’’, “We eat with our eyes", Menu descriptions “How important are they to our food selections?”

Activity 5: Students use a hedonic rating (Smiley Faces) to state food likes and dislikes. Cut out images from food magazines, or from the Internet or photo library to record food preferences. 

Activity 6: Students choose from a variety of foods and use the hedonic rating to evaluate food. Refer to Food a fact of life: Sensory science resources.

Activity 7: Students create a visual display (photos or video) of a tasty and appealing meal ("Looks Good, Tastes Good”) produced by self or as a team.

How will this be communicated to students?

Teachers use the introduction discussion to generate ideas and stimulate thinking about the importance of food exposure and opportunities to sample, explore and enjoy new foods.  Students are encouraged to explore and given agency to select samples of food to conduct and record a class sensory evaluation. 

What do students need to know/understand/be able to do by the end of the activity?

Students should be able to describe objectively items of food according to its sensory (visual, olfactory and taste appeal) and to use a hedonic rating to evaluate food.

Students need to understand the importance of visual appeal with attention to meal presentation on a plate ready for serving.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students? 

Teacher will reinforce the correct terminology associated with sensory science and encourage students to refer to posters as reminders.

How does this activity include the Approaches to Applied Learning?

Students are involved in the planning, selection reporting on and evaluation of the food samples (Motivation to engage in learning and Student agency in learning). Teachers and students engage actively in making choices about the food to be sampled, prepared and presented (A student-centred and flexible approach) culminating in presenting an Annotated Visual Display (AVD) as part of Assessment practices which promote success.

• Motivation to engage in learning
• Student agency in learning
• A student-centred and flexible approach
• Assessment practices which promote success

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)?

Students consistently apply objective descriptors to evaluate food at school, home or consumed outside the home.

They continue to show attention to detail and care when plating and presenting meals for service.

How will teachers review student learning?

Students record photos of snacks and meals prepared and presented over a nominated period to demonstrate progress as part of a digital portfolio.

Teachers will also keep progress records of student observation in student record spreadsheet.

What will teachers do for students to progress and reflect on their learning?

Teachers will encourage students to record progress on the sensory evaluation of meals they continue to produce at school or at home. Students are encouraged to provide feedback on any meals they might consume outside the home and to continue to share ideas with their peers.

Assessment evidence

Activity 4 - 7

• Teacher selects from formative assessment ideas including Food a fact of life: Sensory evaluation (taste tests) 
• Students provide completed evaluation by family members or peers of a meal or snack incorporating a new ingredient.
• Class activity (summative): create a digital or actual visual display (photos or video) of a tasty and appealing meal produced by students.

Resources

• Sensory Science 
• Food samples (sour, sweet, salty, umami, bitter) to record sensory properties of food 
• Digital portfolios, display booklets to record photographic samples of food and meals prepared and presented 
• Digital infographic tools to record sensory evaluation of meals
• Access to digital cameras, personal computers for recording AVD

Glossary

• Refer to Sensory Science 

Activities 8 - 10: Group discussion (making meals and maintaining safety and hygienic practices), Class recipe book (optional), Meal planning preparation and presentation (refer to VPC Food Studies assessment task test recipe and stir fry)

Learning goals:

• Identify food that provides energy and meets dietary requirements describe safe and hygienic methods for food preparation.
• Implement safe and hygienic cleaning practices.

Applications:

• Use a variety of tools safely and hygienically
• Apply safe and hygienic methods when preparing, cooking and presenting food.
• Follow safe cleaning practices.

Learning Elements

What are students doing and why are they doing it? 

Activity 8: Students describe attributes of favourite recipes – taste, tradition, cultural and social merits.

Discussion questions include: 

How do these foods align with the AGTHE and help individuals meet their dietary and energy requirements?

How do we keep ourselves and the food we prepare safe and hygienic?

The purpose of the discussion is for students to share ideas about the food they eat and enjoy and how they celebrate family and cultural traditions.  They apply their understanding of knowledges of safe and hygienic practices (Weeks 2 and 3) and practise safety and hygiene when they prepare and make food. 

Activity 9 (optional): Students create a class recipe book.

Activity 10: Teachers (and/or students) can select some or all of the following skills to for the meal plan, preparation and presentation task: 

• select recipe based on budget, and the AGTHE principles 
• plan and shop for ingredients
• create a time plan
• identify required tools and equipment to prepare and make the meal
• complete a hedonic rating to evaluate the sensory properties of the meal
• use the observation checklist to evaluate the meal making and safety, and hygienic practices.

How will this be communicated to students?

Teachers provide clear links back to the knowledges on safety and hygiene practices covered in weeks 2 and 3 and provide opportunities for students to apply these practices in their own meal making at school and home.

Students decide on the optional activity of creating a Class recipe book.

What do students need to know/understand/be able to do by the end of the activity?

Students complete a self or peer assessment demonstrating their safe food preparation, cooking and cleaning practices (see Sample observation checklist).

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers support students with completion of observation checklist and by recording and taking photos of sample cleaning practices as evidence of progress and for auditing purposes. 

How does this activity include the Approaches to Applied Learning?

Students contribute to discussion and gain agency by drawing upon their own home meal making as a motivation to engage in learning. They learn to apply knowledges gained in previous formative assessment on food safety and hygiene practices.

• Motivation to engage in learning
• Applied learning practices
• Student agency in learning

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)?

Engage in discussion and contribute favourite recipes to compile a class recipe book.

Use the AGTHE template for students to plot their favourite family recipe. 

Students complete a self- or peer assessment of safe food preparation, cooking and cleaning practices (see Sample observation checklist).

Students award a hedonic rating (smiley faces) to share their opinion on this task.

How will teachers review student learning?

Teachers record student progress, and photographic evidence of student meal.

What will teachers do for students to progress and reflect on their learning? 

Students can provide photo records of meals made at home or school, completed observation checklists and notes in their reflective journal or as part of their class AVD. Family members may also provide a completed observation checklist for meals made and consumed at home.

Assessment evidence

Activity 8

• Group discussion (formative): to evaluate the level of engagement for teacher to accommodate student interest, motivation and learning styles.

Activity 9

• Class recipe book (formative): to stimulate interest and ongoing meal making practices by compiling a class selection of favourite homemade meals and finding recipes from family or reliable Australian websites. As part of this process, students identify sources of recipes and explain why recipes are reliable, and demonstrate how to convert imperial measurements often used in traditional recipes to metric measurements

Activity 10

• Teacher observation checklists and student food skills progress record spreadsheet.

Activities 11 – 13: Discussion activity, ‘Mix n match’ (storage of food task) and ‘Do food safely’ quiz

Learning goals:

• Explain the importance of safe food storage.
• Identify the between fresh, frozen, canned, and minimally packaged and processed foods.  

Application:

• Identify where food should be stored to follow safe food storage practices.   

Learning Elements

What are students doing and why are they doing it?

Activity 11: Students will contribute to a discussion activity – Food storage – where should food be stored? Refer to Hygiene and Safety. 

Activity 12: Students will participate in a ‘Mix n match’ Storage of food task, where they write down on sticky notes fresh, frozen, canned or packaged foods that might be in their grocery bag and place under ‘pantry’ ‘refrigerator’ or ‘freezer’.

Activity 13: Students complete the Do Food Safety Quiz to gain a Do Food Safely Certificate as a record of their understanding and achievement of food safety and storage skills. Students will be able to identify the difference between fresh, frozen, canned and minimally packaged and processed foods, and describe how and why it is important and how to store food correctly. 

The purpose of this activity is for students to gain competence and confidence in the correct placement and storage of fresh, frozen, packaged and canned food in the pantry or refrigerator or freezer. 

How will this be communicated to students? 

Teachers introduce the task to students by asking them to reflect on how they might pack away the contents of grocery bags after they return from food shopping.

This discussion and ‘Mix n match’ activity then provides the foundation for undertaking the Do Food Safely Quiz.

What do students need to know/understand/be able to do by the end of the activity? 

After completing the Do Food Safely task, students should be able to demonstrate correct food storage procedures and provide examples.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

The class may complete the first task together to demonstrate how the Do Safely Quiz works.  Thereafter, students can complete the task individually, or possibly with support from the teacher. 

How does this activity include the Approaches to Applied Learning?

Students contribute to discussion (student agency) and have the opportunity to apply learning in a hands-on task. They practise their knowledge and skills by completing the Do Food Safely quiz (available in community languages).   

• Applied learning practices
• Student agency in learning
• A student-centred and flexible approach
• Assessment practices which promote success

Assessment

How will teachers know if students have mastered the goals(s) and/or application/s?

Students discuss, engage in and apply correct practices, and procedures the task of correctly placing food in the pantry or refrigerator or freezer.

How will teachers review student learning?

Teachers will record students’ consistent use of the correct storage procedures in the student food skills progress record spreadsheet or in the observation checklist. 

What will teachers do for students to progress and reflect on their learning? 

Students complete and revise the Do Food Safely Quiz.

Students keep records and reflections in their journal. 

Assessment evidence

Activity 11

• Discussion activity (formative): provides a benchmark foundation for teachers to ascertain level of initial understanding of correct storage procedures.  

Activity 12

•  ‘Mix n match’ task (formative): to demonstrate applied learning practices.  

Activity 13

• Completion of ‘Do Food Safely’ Quiz (summative):
• Teachers will have a record of student achievement with the certificate.  Teachers will also identify continual progress and record correct storage and handling procedures on students food skills progress record and or observation checklist.
• Teacher or peer summative assessment: Use the observation checklist for getting ready to cook and additional criterion ‘safe storage of food’.   

Resources

• ‘Mix n match’ cards ‘pantry’ ‘refrigerator’ ‘freezer’ 
• Sticky notes 
• Student reflective journal/ diary to record and reflect their progress
• Do Food Safely Quiz https://dofoodsafely.health.vic.gov.au/index.php/en/
• Placement of foods in the pantry and refrigerator – refer to Food a fact of life  
• Where food is from – fresh to processed 
• Food processing 
• Betterhealth channel has a range of topics including food safety, planning, shopping and cooking

Glossary

• Hygiene
• Food safety
• Minimally processed foods
• Fresh, frozen, canned foods  

Activities 14-16: Brainstorm kitchen tools audit (individual and class activity), Class Post-it activity (formative assessment) and Tool and equipment audit – individual activity (summative assessment) 

Learning goal:  

• Identify a range of tools to make simple meals and snacks, such as a microwave oven, food processor, sandwich maker, or rice cooker (or air fryer).  

Application:

• Select and use available tools to make every day simple meals or snacks at home or in the workplace.

Learning Elements

What are students doing and why are they doing it?

Activity 14: Students brainstorm a meal that they might make at home and name all the required tools and items of equipment used to make the meal.

Activity 15: Students share their ideas and add sticky notes itemising essential (need to have) or substitute tools required to make commonly made meals (see resources for ready prepared worksheets). 

Optional class activity: Individual/team activity: 

Research and explain choice of an essential item of equipment (rice cooker, microwave oven, sandwich maker) that is required to make an everyday meal.

Activity 16: Students brainstorm a meal that they might make at home and name all the required tools and items of equipment used to make the meal.  

The purpose of these activities is for students to identify and describe correct and safe use of small (knives, peelers, wooden spoons, cutlery, tongs) and larger items of equipment (cooktops, ovens, air fryers, sandwich makers, microwave oven appliances).  

How will this be communicated to students?

Teachers may introduce and create initial interest in the task by identifying the level of student understanding by presenting a tray with commonly used tools prior to the brainstorming activity.  Students name each item on Food a fact of life: Cooking resources worksheet. 

What do students need to know/understand/be able to do by the end of the activity?

Students need to identify and correctly name and safely use the most appropriate tool. They need to suggest an alternative tool when the most appropriate tool is unavailable (e.g. a fork to replace a whisk).

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers need to model and apply the correct name of the tool or item of equipment throughout teaching delivery.

How does this activity include the Approaches to Applied Learning?

Students engage in interactive real-life learning activities (motivation to engage) and apply learning practices throughout the course of study.

• Motivation to engage in learning
• Applied learning practices

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)? 

Continued use of the correct identification and appropriate tool.

How will teachers review student learning? 

Completion of pre-test and post-test identification of tool worksheet. 

Recording observation checklist and/or in the Student food skills progress record spreadsheet.

What will teachers do for students to progress and reflect on their learning? 

Continue to model correct and consistent use of the appropriate or substitute tool to complete the meal preparation task safely and hygienically. 

Students to record progress (photo or text) in reflective journal. 

Assessment evidence

Activity 14 - 16

• Equipment worksheets
• Observation checklist (see sample).
• Teacher/student records
• Video/photo evidence demonstrating correct use, cleaning and storage of kitchen items.  

Resources

• Butchers' paper  
• Sticky notes 
• Food a fact of life: Equipment 
• Kitchen equipment cards and identify the equipment needed activity (scroll down)  
• Choice magazine to research items of equipment  

Glossary

• Kitchen items, tools and equipment  

Activity 17: Media review and Consumer food audit report 

Learning goals:

• Identify the difference between fresh, frozen, canned, and minimally packaged and processed foods.
• Discuss strategies and techniques to minimise food waste such as adjusting serves, correct food storage and composting.   

Applications:

• Plan meals using available ingredients from the pantry and/ or refrigerator and adjust serves as required. 
• Prepare a simple meal or snack using a recipe that includes fresh and/or minimally processed foods such as packaged, canned or frozen produce in the pantry and/or refrigerator.
• Choose, modify or adapt a recipe to make a simple meal or snack.   

Learning Elements

What are students doing and why are they doing it? 

Students complete a Media Review ‘Cheapest fruit and veg: Fresh, frozen or tinned?’ Source Choice, June 2024, and write up report. 

They apply learning by conducting a food audit of various food items comparing fresh, frozen, canned and packaged products for planning a meal, including the impact on serving sizes, resource use (cost, time, energy use and skill level) and amount of food wasted, then write up a report in reflection journal/workbook.

The purpose of these activities is for students to gain knowledge from the Media review stimulus. They then apply learning by conducting a food audit.

How will this be communicated to students? 

Teachers will outline the purpose of this activity to provide students with opportunities to explore real-life first-hand food experiences and the level of engagement with the task. 

What do students need to know/understand/be able to do by the end of the activity? 

Students understand that the same food comes in different forms (fresh, frozen, canned, packaged, e.g. freeze dried), according to seasonal and geographical availability, and that selection will depend on consumer choice, available resources (money, skill, time, storage space etc.).  They learn to adapt recipes for serving size and ingredient type.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers may draw upon links made to other aspects of Unit 1, Module 1 (sensory properties and include taste tests) as part of increasing student engagement or as an adjunct to the summative assessment task described above. 

Connect with content covered in VPC Numeracy to extrapolate computational skills in working out serving sizes, for example.

How does this activity include the Approaches to Applied Learning?

With the focus on a student-centred and flexible approach, teachers can negotiate with the level of depth to be covered with this activity (summative/formative assessment).  Students are motivated to engage with the hands-on and applied learning fostered in the Food audit task. Finally, assessment practices promote success with a prescribed rubric and/or use of the observation checklist.  

• Motivation to engage in learning
• Applied learning practices
• Student agency in learning
• A student-centred and flexible approach
• Assessment practices which promote success

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)? 

Initial class discussion of the article culminating in submission of the media review.

Student involvement and use of the observation checklist and/or sample rubric in the food audit and meal making.

How will teachers review student learning? 

Students will report findings in their workbook/reflection diary.

Teachers will record observations in the Student food skills progress record.

What will teachers do for students to progress and reflect on their learning?

Through follow-up formative assessment, continual feed forward and progress reports (possibly with photographic records taken on students' phones or devices). Input from students to plan, shop and cook their own meals based on self-selected recipes in follow-up weeks for the remainder of the semester and use of the observation checklist for meals planned and cooked by the student at home.  

Assessment evidence

• Student reflection/workbook – media review (formative) 
• Media review and food audit (class report) (formative/summative) 

Resources

• Choice web site
• Oz Harvest - Australia’s leading food rescue organisation 
• Secondbite - food rescue organisation 
• Check out FEAST (Food education and Sustainability Training) and free resources
• Sustainability Victoria is an excellent resource with guidelines on mitigating food waste, repurposing food, planning and shopping 
• Nutrition Australia has a range of relevant fact sheets

Glossary

• Food waste
• Food Audit (check out Oz Harvest Home food audit under free Resources

Activity 18: ‘Ready, set, go’. Plan and cook a meal in 20 minutes

Learning goals:

• Select food items in the pantry and/or refrigerator to plan and prepare meals and snacks.
• dentify a range of tools to make simple meals and snacks, such as a microwave oven, food processor, sandwich maker, or rice cooker.  

Applications:

• Plan meals using available ingredients from the pantry and/ or refrigerator and adjust serves as required
• Prepare a simple meal or snack using a recipe that includes fresh and/or minimally processed foods such as packaged, canned or frozen produce in the pantry and/or refrigerator
• Choose, modify or adapt a recipe to make a simple meal or snack.
• Select and use available tools to make every day simple meals or snacks at home or in the workplace 

Learning Elements

What are students doing and why are they doing it? 

Students work in self-selected teams and have ten minutes to plan, select recipes based on available assortment of fresh, frozen, canned and packaged foods and identify the equipment required to produce the meal. 

They then have a nominated time to work together to produce the meal using the available food.

The purpose of this interactive, end-of term/semester task is to apply the learning achieved over the course duration.

Other learning goals in Unit 1 (ATHGE and sensory properties may also be built into this task).  This task demonstrates how to repurpose already purchased food and for students to choose from available food categorised in the AGTHE food groupings.

How will this be communicated to students? 

Fun end of term applied and interactive activity that shows learning in action with a real-life hands-on task.

For schools, students could use up existing food supplies at the end of term. Students encouraged to practise these skills at home over the term break and report back (observation check list, video of family cook-ups and shopping and planning activity).

What do students need to know/understand/be able to do by the end of the activity? 

To be able to negotiate with each other about shared distribution of available food, work in teams, make a time plan, select from existing recipes based on food audit, prepare, make and evaluate the nutritional and sensory properties of the food.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers may need to modify the task to align with the interest, and learning needs of the students and budgetary, resource and time constraints of the educational setting. Food skills have been scaffolded over the term and consolidated in this task. Specific food skills may be omitted or included based on the school context (for example, availability of a dedicated kitchen). 

How does this activity include the Approaches to Applied Learning?

With focus centred on students fostering of independent living skills, they are engaged and motivated to learn and apply practices developed over the course duration.   

• Motivation to engage in learning
• Applied learning practices
• Student agency in learning
• A student-centred and flexible approach

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)? 

Level of engagement in students’ willingness to participate in this learning activity. Learning outcomes measured by completion of the observation checklist (peer, student and/or teacher assessed).  
Pre- and post- test review of students’ development of food skills recorded by photo or video recording on students' devices.

Student self-reflection.

How will teachers review student learning? 

Teacher notes made in the Students Food Skills progress records.

Oral or written report back by students in evaluation feedback. 

What will teachers do for students to progress and reflect on their learning?

Encourage students to consolidate skills at home practice.

Involve parents or members of shared house to continue to be involved in the planning, shopping and cooking of shared family or housemate meals.

Assessment evidence

• Observation checklists (formative) 
• Sample rubrics (formative/ summative)
• Students Food Skills Progress Record (formative/ summative)
• Student reflections and completion of class feedback and evaluation (formative/ summative) 
• Class discussion (formative) 
• A food audit could also be used to evaluate the success of the meal produced in class (formative/ summative) 
• Video of class making activity (check privacy considerations) (formative/ summative)  

Resources

• Teacher reference recipes and Food Checker 
• See sample Student Record Keeping Document Food a fact of life

Glossary

• Food Checker provides consumers with a quick guide to the nutritional quality of common food items

Additional resources

Activities 1 - 3: Think, Pair and Share – the five ‘W’s’ of food (What, Where, Who, Why, When), Media review and Cost, convenience and Dietary check of food outside the home

Learning goals:

• Explore options for purchasing meals and snacks outside of the home, such as food from cafes, restaurants, convenience stores, food trucks, and pre-packaged, frozen and take-away food.
• Explore suitable food venues and services that meet a variety of health and dietary requirements.

Application:

• Compare available food choices from cafes, restaurants, convenience stores, food trucks, pre-packaged, frozen and take-away food.

Learning Elements

What are students doing and why are they doing it?

Activity 1: Conduct a Think, Pair and Share: Students Think: identify the five ‘W’s’– outside the home what food do they eat, when do they eat the food, where do they eat the food, why do they eat the food, and with whom? Students then Pair their thoughts with the person seated next to them. They then share ideas – writing on sticky notes and placing them on the class wall or using a Padlet to present ideas.

How might the five W’s responses be different compared to the foods consumed at home?

Discuss as a class the following ideas to further stimulate thinking:

• Explain why people may choose to eat at brunch (and not dinner).
• Explore how and why advertising, marketing and social media influence food decisions and purchases.
• Check out the results of the MY Meal study What and where do young adults eat?

Activity 2: Media review: Are supermarket ready meals tasty and nutritious? Choice web site article provides a sample of an audit of ready-made supermarket meals to support.

Activity 3: Food Check Activity: Cost, convenience and Dietary audit of food made or consumed outside the home
Students keep a record over a nominated period (one to two weeks) comparing the attributes of three different foods/meals they consume outside the home (see glossary). 

How might these snacks and meals compare with the same meal made or consumed at home?

Compare with homemade meal for cost, taste and nutritional value.

Create a class record and upload results on to a spread sheet to display.

How will this be communicated to students?

Think Pair Share Discussion will stimulate initial interest and appeal to make non-judgemental comparisons between food consumed outside the home. 

What do students need to know/understand/be able to do by the end of the activity?

Students may continue to enjoy the same foods or take the opportunity to consume foods with more awareness. A pre- and post-test discussion would determine any change to eating.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers need to establish a level of trust and make clear the non-judgmental intent of the class. Between students, a respectful reporting and disclosure of results need to be maintained.

How does this activity include the Approaches to Applied Learning?

The activities are student centred and flexible in delivery and designed to engage and motivate students through discussion and the integration of research presented in a media review.

• Motivation to engage in learning
• Applied learning practices
• A student-centred and flexible approach
• Assessment practices which promote success

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)?

With the completion of Activity 1: Think, Pair, Share discussion and Activity 2: Media review, students will have the applied learning to explore and complete Activity 3: Food Check of the food venue options available for them to purchase food outside the home.  Post hands-on activity they record and share results on a class record spreadsheet. 

How will teachers know if students have mastered the goal or application?

Teachers assess students’ understanding and application of the knowledge and skills gained in Activities 1 and 2 with their completed individual Food Check record sheet and written or recorded oral report of their Food Check reflection and/or evaluation.

How will teachers review student learning?

Teachers will review completed student records of three foods consumed outside the home followed by data input on a class record spreadsheet. 

What will teachers do for students to progress and reflect on their learning?

Teachers may follow up on students’ reflection and/or possible food goals setting post three months to assess or discuss any planned positive change to healthy eating and/or cost saving behaviours.

Assessment evidence

Activity 1

• Think, Pair, Share discussion (formative)
• Student reflections and input into sharing ideas post
• Student written responses to discussion questions

Activity 2

• Media review (formative)

Activity 3

• Cost, convenience and dietary check of food outside the home
• Food check (formative or summative)
• Student individual food check records.

Resources

• Sticky notes to record the five W’s or record on Padlet or Australian version for ideas 
• Record Sheet with nominated attributes (Cost, Convenience and Dietary Quality) of three foods selected and consumed outside the home
• Ready to eat meals (supermarket, convenience store etc.)
• Media Review: Are supermarket ready meals tasty and nutritious Choice web site
• Recipes- and FoodChecker: Food check of retail outlets and vending machines FoodChecker.
• Check the Independent living teachers’ guide available by scrolling down at Food a fact of life: Eating and sharing

Glossary

• Café
• Restaurant
• Take away
• Food truck
• Vending machine
• Convenience stores
• Pre-packaged meals from the supermarket and delis
• Ready to assemble meals

Activity 4: Restaurant review

Learning goal:  

• Explore options for purchasing meals and snacks outside of the home, such as food from cafes, restaurants, convenience stores, food trucks, and pre-packaged, frozen and take-away food.
• Explore suitable food venues and services that meet a variety of health and dietary requirements.

Application:

• Compare available food choices from cafes, restaurants, convenience stores, food trucks, pre-packaged, frozen and take-away food.

Learning Elements

What are students doing and why are they doing it?

Students visit or virtually visit a restaurant, café, brasserie of their choice, perhaps including a famous restaurant of their dreams. They create (write, present a podcast, film or act out) a restaurant review based on meal quality (nutritious, caters for dietary health), sensory properties (see Unit 1 for resources), presentation, value for money, customer service (friendliness of staff, accommodation of dietary needs).

How will this be communicated to students?

Create motivation by “My dream eating venue…” and invite students to explore their exposure to new food experiences. Provide a visual sample of what this might look like for students to brainstorm a personal set of attributes that would create a dream food experience. 

What do students need to know/understand/be able to do by the end of the activity?

By the end of the activity, students should be able to identify, articulate and present orally or in text the attributes that they consider important in a food venue.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Writing practice, use of visual prompts, sensory food vocabulary (word bank), sharing virtual restaurant visits.

How does this activity include the Approaches to Applied Learning?

Students are given time to explore food venue options that support agency and a student centred and flexible approach to learning.

• Motivation to engage in learning
• Applied learning practices
• Student agency in learning
• A student-centred and flexible approach

Assessment 

How will teachers know if students have mastered the goals(s) and/or application/s?

Teachers will assess the restaurant reviews based on students identified attributes, level of engagement in the task and applied learning drawn from fundamentals such as sensory and nutritional (AGTHE) properties of food. 

How will teachers review student learning? 

Learning will be progressively monitored by teacher in Students Food Skills Progress Record, student reflections, input and sharing in class discussions and their oral, written outcomes (presentations or restaurant review).

What will teachers do for students to progress and reflect on their learning?

Teachers continue to encourage students to self-reflect their progress, identify new and improved skills and create an open mind set when seeking alternative modes of presenting, including pod casts, role plays, acting as well as report writing.  

Assessment evidence

• Restaurant review (formative or summative)
• To evaluate learning goal and application based on students' set of identified attributes and mode of presentation (visual, written or creative) format. 

Resources

• Food a fact of life: Nutritional analysis tool 
• Access to internet to research and share ideas about restaurants (local, national or global) 
• Props or costumes

Glossary

• Sensory food vocabulary  – descriptive words for food appearance, aroma (odour), texture (or mouth feel), taste 

Activity 5: Event planning brainstorm

Learning goal:

• Identify suitable food and tools such as ingredients, cutlery, ice packs and storage.
• Understand the food safety practices required to keep food safe when ‘on the go’.  

Applications

• Plan, purchase and prepare food and/or snacks for a specific outing such as a picnic or sporting event. 
• Demonstrate food safety practices for food that is consumed away from the home.

Learning Elements

What are students doing and why are they doing it? 

If students have not completed Unit 1 check and complete Do Food Safely – Food handling.

Students brainstorm all the requirements for ‘food on the go’. The teacher conducts a Think, Pair and Share, where students choose an event, a picnic, barbeque or party. Students Think: brainstorm all the items needed for the event. They then Pair thoughts with the person seated next to them and then categorise items under headings: food, utensils, cutlery, storage, eating and drinking, storage containers, cooking equipment. They will also outline how to keep the items ‘food safe and clean’. Students will then Share ideas, writing on sticky notes and placing them on the class wall or using a Padlet to present ideas.

Check out Food Safety ‘on the move’ or revise the Do Food Safely Topics and Assessment to fill any gaps.

Discussion Questions pre- and/or post Think Pair Share

Students to reflect on a memorable event that was successful – what made the event a success? (draw upon ideas generated in the Think Pair Activity). 

How will this be communicated to students?

Discussion Questions pre- and/or post Think Pair Share
Students to reflect on a memorable event that was successful – what made the event a success? (draw upon ideas generated in the Think Pair Activity). 

What do students need to know/understand/be able to do by the end of the activity?

Students should be able to identify basic food safety and hygiene practices for preparing, storing and keeping food at the correct temperature while travelling to and at an event.

They should be able (with support and discussion) to demonstrate organisation skills in sequencing correct procedures for planning and preparing for an event of their choice. 

What scaffolds, instructional supports and modelling techniques will teachers use to assist students? 

To support student success, teachers and students work through the sequencing of a class event (including resources required and procedures) and model (for example, the 5 W’s (who, what, when, why and where) procedures on a sample flow chart (using MS Word or Canva). Students will record the flow chart as a refence for their own planning. 

How does this activity include the Approaches to Applied Learning?

Connects learning to real-life experiences (motivation to engage), allowing students to make choices and contribute their own ideas (student agency in learning). .

• Motivation to engage in learning
• Student agency in learning
• A student-centred and flexible approach

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)?

Teachers assess students’ understanding of food safety and hygiene procedures upon completion of the Do Food Safely topic assessment. They will monitor student input to the discussion, particularly the level of accuracy when they outline safe work procedures and food handling. 

How will teachers review student learning?

Teachers record their observations in the Students Food Skills Progress Record, noting individual student involvement in the class discussion and Think Pair Share activities.

What will teachers do for students to progress and reflect on their learning?

Teachers continue to support and encourage all students to be fully immersed and active in the activities. They will provide oral and written feedback in the student reflection or workbook to acknowledge students’ progression of skills and applied learning. 

Assessment evidence

• Event planning (formative)
• Determine students’ organisational skills in identifying required equipment (food, utensils, storage) and sequencing procedures to plan and prepare for a special event.

Resources

• Food safety – on the move (Keeping food safe when transporting food 
• Food a fact of life: Good food hygiene practices and worksheets
• Do Food Safely – Food delivery, storage and display
• Food safety – outdoors
• Dining out
• Picnic and Barbeques 

Activity 6: Event planning

Learning goals:

• Explore options for purchasing meals and snacks outside of the home, such as food from cafes, restaurants, convenience stores, food trucks, and pre-packaged, frozen and take-away food.
• Identify suitable food and tools such as ingredients, cutlery, ice packs and storage containers for a specific outing.
• Understand the food safety practices required to keep food safe when ‘on the go’.

Applications:

• Plan, purchase and prepare food and/or snacks for a specific outing such as a picnic or sporting event.
• Demonstrate food safety practices for food that is consumed away from the home.

Learning Elements

What are students doing and why are they doing it? 

Students work in teams to plan and prepare for a virtual or actual event of their choosing (class party, barbeque, picnic).  For example, Group Project: plan a ‘grazing table’ that includes a range of snacks. Create a time plan to outline the snack making process and allocate the time it takes for each group member to make the snack.

They use a flow chart, graphic organiser, mind map, etc to document and itemise the following conditions: what (purpose of event and requirements including food, food safety, storage and presenting, utensils, napery, umbrellas, barbeques), who (attendees including dietary conditions and age), when (weather, other constraints for popular venue, time of day, contingencies ‘what if??...), where (venue, council and school requirements, access, travel type, time to and from venue, contingencies ‘what if??...). In their planning, students need to identify considerations (costs/expenses, time and skills required to prepare food, food options bought externally, dietary, mobility and age of attendees) and constraints (venue access, weather).

How will this be communicated to students?

Teachers review the applied learning mastered in Activity 5 with students as a foundation to Activity 6. Prior to implementing the event, teachers will need to scaffold the steps involved in the planning of an event. For example, students need to specify measurable attributes to help them determine event success. 

What do students need to know/understand/be able to do by the end of the activity?

Students need to use a guest evaluation or hedonic rating form to record and reflect, either orally or in written format, the success of the event based on the guest evaluation and specified attributes (for example, $20 per person for catering, food served at correct temperature and well presented, guests were happy, well fed and interacted positively).

They need to demonstrate how to keep food safe and at the correct serving temperature – by keeping food hygiene and safety Food a fact of life: Good food hygiene and safety practices.

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers can support student learning by using resource samples such as record keeping, hedonic ratings and evaluation forms. With the support of teachers, students may modify resource samples to suit their conditions and event requirements. 

How does this activity include the Approaches to Applied Learning?

This is a rich student-focused activity involving choice that fosters motivation and agency. The team selects measurable attributes to determine event success leading to assessment practices designed to promote success. 

• Motivation to engage in learning
• Applied learning practices
• Assessment practices which promote success

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)?

Teachers will review individual and group documentation including reflections, food safety records and group discussion feedback.

How will teachers review student learning?

Learning will be reviewed through teacher observation at each stage of the process. They will use the individual reflections and documentation submitted or presented to determine student learning outcomes

What will teachers do for students to progress and reflect on their learning? 

At each stage of the Activity, teachers will provide support, feedback to help students scaffold and sequence the event planning and management process.

Students record reflections in their journal/reflective journal.

Teachers arrange ‘stand-up’ regular meetings to check-in progress and monitor team progress to ensure event management success.

Assessment evidence

• Event planning and preparation (Summative): to evaluate students’ motivation, participation and involvement working in a team to plan and manage a virtual or actual event. 
• Students identify and apply measurable attributes and use hedonic ratings and food hygiene and safety records to evaluate the event.

Resources

• Butcher paper
• Markers
• Reflective journal 
• Access to computers or devices to research event venues and possible food options to purchase food for the event.
• Padlet for creating ideas – sandbox
• MS Word – List or Process chart located under ‘Insert’ then ‘Smart Art’ 
• Free event planning Template
• Food a fact of life ‘Hedonic Rating’
• Food a fact of life – food hygiene safety record sheet 

Glossary

• Food safety 
• Food hygiene
• Temperature control 
• Considerations
• Constraints
• Feedback
• Evaluation
• Hedonic rating
• Flow charts

Activities 7 - 9: Group discussion and Class mind map, Think, Pair, Share and Case study and Food and culture showcase investigation task

Learning goals:

• Investigate cultural and/or social events, highlighting the foods that are significant to these events.
• Explore and describe the role plays in community and cultural occasions 

Application:

• Research cultural and social events and the foods associated with them.   

Learning Elements

What are students doing and why are they doing it?

Students celebrate diversity by sharing cultural variations and experiences.

Activity 7: Group discussions: Icebreaker to identify with other cultures, share food and cultural experiences and celebrate diversity of students.

Questions to generate student responses:

How important is food when celebrating occasions? (for example, birthday cake for celebrating birthdays, dumplings and spring rolls at Chinese New Year).

Brainstorm and then use a mind map to create a personalised or class Annotated Visual Display (poster) of cultural and social events that focus on food in your Local Government Area (LGA) (see Case Study and Food and Culture Showcase sample).

For further consideration: modify recipes to suit a range of dietary conditions (lactose/ gluten free, vegetarian) and cultural – Halal, Kosher).

Activity 8: Think Pair Share Activity

Students think/brainstorm places, venues and ‘what’s on events’ that celebrate cultural diversity. They pair up and then share by generating a mind map or electronic sticky note Padlet to record ideas individually and then as a class.

Activity 9: Case Study and Food and Culture Investigation Task

Students will complete a Case Study: Dandenong Market. Check out the Market History Timeline and the Events and research the cultural diversity of City of Dandenong residents.

The purpose of this activity is to help students generate ideas and provide them with a Case Study reference on which to create their own researched presentation of a cultural event. 

How will this be communicated to students? 

Teachers introduce the task with the discussion questions to stimulate thinking. The Case Study (or Teacher’s own sample) follows as a class activity to demonstrate the content (five W’s) and for students to apply the same process to complete the exemplified summative activity.

What do students need to know/understand/be able to do by the end of the activity? 

By the end of the activity, students should be able to follow the process used to generate the required information to create a report or mode of presentation of their choice. 

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Preliminary individual and class discussion and mind map activities are used to generate ideas and develop the research and applied conceptual skills for students to complete the sample summative assessment. 

How does this activity include the Approaches to Applied Learning?

Students are motivated to engage in learning through class discussion and Think Pair Share activities. They have choice (Student Agency) in how they wish to investigate and present the format of their finished presentation ensuring assessment practices which promote success.  

• Applied learning practices
• Student agency in learning
• Assessment practices which promote success

Assessment

How will teachers know if students have mastered the goals(s) and/or application/s?

Teachers will assess knowledge and skills by reviewing the mind maps and the input into discussion generated by the students. 

Students can include their ideas, mind maps and self-report or reflect in their work journals. 

How will teachers review student learning?

Teachers can review students' written reflections and may record observations in the Student Food Skills Progress Record. 

What will teachers do for students to progress and reflect on their learning? 

Teachers will engage with students during discussion and provide them with support and feedback when they generate ideas on their mind map and as they complete the summative assessment task.   

Assessment evidence

Activity 7

• Group discussions (formative): for students to formulate and generate ideas about cultural and social events in their local communities that focus on food.
• Mind maps (formative): for students to create an individual or class visual record of social and cultural events and venues that celebrate cultural diversity through food. 

Activity 8

• Think, Pair, Share

Activity 9

• Food and culture showcase investigation (summative): for students to research and display on a format of their choosing (Annotated Visual Display (AVD) or Poster or Brochure or Podcast or Role play or visual or digital presentation) the following attributes:
  • (The Five W’s) 
  • What? To present a visual, oral, written record of their research showcasing how food is significant to the cultural/ social event
  • Why? To showcase a celebration of cultural diversity of a selected LGA with a focus on food and how it is important in the context of the selected cultural occasion. 
  • Who? The relevant culture or people associated with the event.
  • Where? Is the location of the event.
  • When? Is the event celebrated

Resources

• Butcher paper or
• Padlet for generating ideas or Mind Map

Teacher Resources

• Victorian Multicultural Commission 
• Better practice guide for multi-cultural communications – Refer to template on p. 29 of Better practice guide for multi-cultural communications – as a possible warm up. 
• Identify from the list and find out more about cultural diversity here (Victorian Government: Community profiles)
  Food and Faith Guides
• Food Festivals in Melbourne 
• Seven Food Markets in Melbourne

Glossary

• Cultural events
• Social events
• Dietary considerations 
• Faith-based dietary practices
• Halal
• Kosher 

Activity 10: Getting sustainable in your community – research and (optional) action plan

Learning goal:  

• Investigate cultural and/or social events, highlighting the foods that are significant to these events.
• Explore and describe the role plays in community and cultural occasions.
• Identify and investigate sustainable food practices to support the community

Applications:

• Create a plan for a cultural or community event that includes a food-related focus.
• Organise and prepare an event with a food-related focus..

Learning Elements

What are students doing and why are they doing it?

Students research Sustainability Victoria website and the links to circular economy and food rescue and food waste (see Resources). They find out how community action works and become aware of the process of starting up and mobilising food rescue. Read the Case Study. Students explore Oz Harvest and Second Bite. Find out about community sustainability in your local council – read City of Dandenong’s community action. 

Students consider three top tips and design a poster for their school or workplace, post a written reflection, or take notes to summarise the learning and then share to the class.

Students may consider a family action plan; for example, keep a tally of the amount of food waste generated at home before and after three months: evaluate progress and then create a report to share in class, or a community sustainable action of their own and scope out an Sustainability Victoria action plan.

The purpose of this activity is to increase awareness of food friendly sustainable practices to mitigate food waste at home then in the community.  The research may culminate in students pursuing an action plan of their own as their major project. 

How will this be communicated to students?

Teachers provide clear verbal and visual stimulus through the websites, introduce key terms (Sustainability Victoria circular economy, Living sustainably in Australia), share case studies and outline flexible presentation options (see sample ideas listed above) to support different learning styles when they present to the class. 

What do students need to know/understand/be able to do by the end of the activity?

Students should be familiar with key terms and provide realistic and doable sustainable practices into their major project (and daily lives).  They will be able to describe ‘what sustainable practices mean to me’ in their class discussion. 

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers provide free range exploration of sample websites and invite students to reflect and act on embedding sustainable practices in their own lives. Teachers remind students to include and embed ideas to secure and apply the knowledge in their major project. 

How does this activity include the Approaches to Applied Learning?

Students respond to the information and learn how they can make a difference (motivation to engage in learning). They learn to apply the new information to their daily lives (applied learning practices).

• Motivation to engage in learning
• Applied learning practices

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)? 

Students use the key terms correctly and provide clear descriptions and examples of how these may operate in their own lives. 

They embed the information appropriately and with examples in their written or visual presentation at the conclusion of Activity 10. 

How will teachers review student learning? 

• Teachers will assess the level of applied understanding when students report back to the class (discussion) and in the visual or written presentation (poster, student reflection).

What will teachers do for students to progress and reflect on their learning? 

Teachers remind students to embed relevant sustainable practices in their own lives, throughout discussion and include this topic as a criterion in the Major Project (see Rubrics).

Assessment evidence

• Research and action plan (formative): Provides foundation information for students to embed in their future communication in discussion. The Activity increases awareness and motivates students to apply their learning in practical ways in their own lives, and prompts them to include examples in their major project (summative assessment below).
• Student reports/presentations (formative/summative): Teachers observe students input into discussion to assess learning. Students report back to class (discussion) and in the visual or written presentation (poster, student reflection). 

Resources

• Sustainability Victoria
• Circular Economy – what is it?
• Food Rescue Guide
• Composting to minimise food waste Guide
• Sustainability Victoria Action Plan 
• Food rescue community organisations: Oz Harvest, Second Bite 

Glossary

• Circular Economy (guide)
• Sustainability- what is it?
• Food rescue organisations
• Food waste
• Action plan

Activity 11: Major investigation task 

Brainstorm, plan and implement a food-related event that embeds cultural and dietary considerations and sustainability practices)

Download the test recipe for an Asian-style stir fry

• File

  VPC Food Studies Sample Test Recipe (80.57 KB)

Learning goal:

• Identify and investigate sustainable food practices to support the community. 

Applications:

• Create a plan for a cultural or community event that includes a food-related focus.
• Organise and prepare an event with a food-related focus.  

Learning Elements

What are students doing and why are they doing it? 

Students partake in a brainstorm activity to set the parameters of the task. This involves the Five W’s, including creating a timeline or flow chart for managing the event.

They then discuss and decide upon a visual, digital presentation or record of the event as assessment task completion and success.

What? Consider the food related event (food market day held at the school, grazing table or picnic showcasing represented cultures and including the following attributes: 

• dietary and cultural/faith considerations
• sustainable practices (planning for minimising waste at purchase, preparation, cooking, storage and point of consumption)
• OHS practices, including food safety and personal hygiene during the food making, storage and consumption process.

Who? Whole class project working together in defined teams to produce food.

When? Students with support of their teams and teacher, construct a timeline from the initial planning to the conclusion of the food-related event (evaluation). 

End of term project? Consider resources, contingencies for weather, venue.

Where? Venue – costs, suitability. 

Why? Clearly defined goals/attributes/aims endpoint and how the project will be evaluated for success.

The purpose of this project ‘Major Investigation Task’ is to provide all students with the opportunity to contribute, apply learning and celebrate the success of contributing to a group task. Each student will work in a self-selected team to help define, plan, implement and evaluate the event. 

How will this be communicated to students? 

The task will be forecast at the beginning of the term with teacher reminders to students to draw upon records, reflections and formative tasks and applied learning consolidated throughout the term. 

What do students need to know/understand/be able to do by the end of the activity? 

Students should be able to individually (or with support, work in teams), sequentially and systematically implement and evaluate an action plan to host a community food-focused event. 

What scaffolds, instructional supports and modelling techniques will teachers use to assist students?

Teachers support students throughout the term and enable them to achieve success through reminders and scaffolding based on applied prior learning (discussions, reflections and completion of formative activities)..

How does this activity include the Approaches to Applied Learning?

The final Major Investigation Task activity encompasses all Pillars of Learning, including allowing students to make choices how they wish to implement, present and evaluate the event (motivation to engage in learning and student agency in learning). They draw upon and consolidate their learning in the formative tasks, discussion and activities (Applied learning practices), and have the opportunity to self-select their teams and how they present and evaluate their selected and focused attributes (a Student-centred and flexible approach) culminating in Assessment practices which promote success.

• Motivation to engage in learning
• Applied learning practices
• Student agency in learning
• A student-centred and flexible approach
• Assessment practices which promote success

Assessment

How will teachers know if students have mastered the goal(s) and/or application(s)? 

Teachers will use the students (individual and team) evaluation and presentation of the attributes to determine task outcomes and success reflecting the learning goals and application

How will teachers review student learning? 

Teachers will determine students’ contribution to discussion, input into decision making and active participation at all stages of the event process through their own observation, record-keeping. 

They may use peer feedback, reflective prompts and informal check-ups to assess progress during various stages of the task.  

What will teachers do for students to progress and reflect on their learning? 

Teachers will support student progress through regular feedback, check-ins, question prompts and offering opportunities for peer discussion. Students will be encouraged to draw upon their own record keeping, reflections and review of formative assessments to embed into the managing and completion of the task.

Assessment evidence

• Brainstorm activity (formative): to generate ideas about the event planning and implementation.
• Discussion and group decision-making (formative): to formulate the parameters and identify the attributes for the focus of planning and implementation of the event. 
• Teacher observations (formative): for record keeping of individual and team contributions throughout the event planning and implementation process.
• Students’ reflections and record-keeping (formative): serve as applied learning in the process of generating ideas, resources and actions throughout the duration of the event planning and implementation process.
• Presentation and evaluation of the Major investigation task: (summative): to assess the process, and successful completion of the event.

Resources

• Padlet
• Mind Maps
• Student Reflection Journal 
• Access to personal devices and computers to create presentations 
• Resources- personnel to support 
• Internet to research
• Venue 
• Monetary 
• Printing access to generate invitation. posters

Glossary

• Cultural considerations
• Dietary considerations
• Sustainability practices
• Food market
• Grazing table
• Picnic showcasing

Additional resources

• File

  VPC Food Studies Sample Test Recipe (80.57 KB)