Food, Cooking and Nutrition has been developed to offer a variety of pathways in the food area for a diverse range of learners
It has a non-commercial focus which is based on practical skills. Health issues and diet related diseases are a major concern in Tasmania. Limited nutrition awareness, food knowledge and preparation skills are recognised as significant contributing factors. This course enables students to learn about, prepare and experience healthy foods, thereby improving dietary habits.
This course has been developed to offer a variety of pathways in the food area for a diverse range of learners. It has a non-commercial focus which is based on practical skills.
Health issues and diet related diseases are a major concern in Tasmania. Limited nutrition awareness, food knowledge and preparation skills are recognised as significant contributing factors. This course enables students to learn about, prepare and experience healthy foods, thereby improving dietary habits.
On successful completion of this course, learners will have the following knowledge and skills:
This course offers a foundation for Food and Nutrition Level 3, as well as being an extension from Food and Cooking Essentials Level 1.
It supports learners wishing to go on to, or who are currently studying VET Hospitality or Tourism. It has been designed to give learners life skills including an understanding of current environmental issues related to Australian Food. It supports learners working towards allied health, sports, community, hospitality and education focused career paths.
Learners must have access to domestic-style kitchen facilities.
Access to information technology such as the internet is desirable.
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
Food, Cooking and Nutrition supports learners who choose to study food at various levels.
Overview of Foods Courses
Relationship of Course with VET Training Package Qualifications
Food, Cooking and Nutrition Level 2 prepares learners for further study in the following VET Training Package qualifications:
VET Training Package Qualifications | Food, Cooking and Nutrition |
Implement food safety procedures (SITXFSA001A) |
Course Unit A and Criterion 4 |
Follow workplace hygiene procedures (SITXFSA001A) |
Course Unit A and Criterion 4 |
Learners are required to complete all units of study. Learners must have access to domestic-style kitchen facilities and comply with WHS issues for kitchen use (e.g. correct footwear).
Learners are required to prepare and taste foods.
Learners will be involved in implementing food preparation processes at least 50% of the allocated time.
Suggested text: Perraton et al Food and Technology 1 (3rd Ed) 2010 Jacaranda.
Unit | Key Knowledge | Key Skills | Suggested Activities/Delivery/Work Requirements |
Assessment Criteria |
Suggested Time Allocation |
A. Keeping food safe |
|
|
|
2 & 4 | 10 hours |
B. Nutrients and Energy |
|
|
|
1, 2, 3, 5, 6, 7 & 8 |
20 hours |
C. Key Foods
|
|
|
|
1, 2, 3, 4, 5, 6 & 7 | 60 hours |
D. Social, Cultural and Economic Aspects of Food |
|
|
|
1, 2, 3, 4, 5 & 8 |
40 hours |
E. Contemporary food applications |
Teacher directed extension topic. Possible options:
|
|
|
1, 2 & 8 |
20 hours |
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following process will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process will usually also include interviews with past and present learners.
It will be scheduled by TASC using a risk-based approach.
The assessment for Food, Cooking and Nutrition Level 2 is based on the degree to which the learner can:
The learner:
Rating A | Rating B | Rating C |
---|---|---|
collects and categorises information from a variety of oral, written, visual and multimodal material | collects and categorises information from a given range of oral, written, visual and multimodal material | collects information from a given range of written, visual and multimodal material |
selects and uses a variety of relevant ICT technologies to collect, categorise and analyse information | uses a variety of relevant ICT technologies to collect and categorise information | uses a limited range of relevant ICT technologies to collect and categorise information |
uses ICT technologies in accordance with established safety procedures | uses ICT technologies in accordance with established safety procedures | uses ICT technologies in accordance with established safety procedures |
identifies sources of information correctly using referencing/citation techniques. | identifies sources of information using referencing/citation techniques. | identifies sources of information as directed. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
clearly conveys ideas and information to the intended audience | conveys ideas and information to the intended audience | conveys basic ideas and information to the intended audience |
correctly uses a wide range of relevant course-specific terms | uses a range of course-specific terms. The usage is generally correctly. | uses some course-specific terms. The usage is generally correctly. |
edits and presents information using a broad range of ICT methods | presents information using a range of ICT methods | presents information using a limited range of ICT methods |
correctly spells common and course-specific terms and uses grammar, punctuation and complex sentence structure to clearly convey meaning. | correctly spells common words and most course-specific terms, and uses basic grammar, punctuation and sentence structure to convey meaning. | correctly spells most common words and uses simple punctuation and sentence structure to convey basic meaning. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
considers, selects and uses strategies to manage activities within proposed times | selects and uses strategies to perform tasks within proposed times | uses strategies as directed to perform tasks within proposed times |
identifies and uses appropriate equipment for food preparation tasks | selects appropriate equipment for food preparation tasks | uses appropriate equipment for food preparation tasks, as directed |
plans ahead and sequentially organises food and working space | follows appropriate method in managing food and working space | demonstrates basic organisation of food and working space |
reflects on progress towards meeting goals, evaluates progress and plans future actions. | reflects on progress towards meeting goals and articulates ways in which goals can be met in the future. | reflects on progress towards meeting goals in a constructive manner. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
describes and follows safe practices in kitchen settings, and acts with a high level of awareness of the safety of others | describes and follows safe practices in kitchen settings | follows direction regarding basic safe practices in kitchen settings |
explains a range of food safety hygiene principles, including those that are essential | describes essential food safety hygiene principles | identifies essential food safety hygiene principles |
considers, selects and applies appropriate food hygiene practices | applies appropriate food hygiene practices | follows basic food hygiene practices as directed |
explains a range of causes and prevention of food spoilage including appropriate food storage methods. | describes causes of food spoilage and appropriate food storage methods. | identifies main causes of food spoilage and outlines food storage methods. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
prepares food, demonstrating proficiency in a wide range of techniques | prepares food, demonstrating proficiency in a range of techniques | prepares food, demonstrating proficiency in a limited range of food preparation techniques |
utilises own knowledge and skills to follow and adjust a recipe as necessary | successfully follows a recipe with minimal direction | follows a recipe successfully, with direction |
completes dishes, plates food and presents neatly and attractively, taking into account visual appeal, colour and contrast | completes dishes, plates food and presents neatly (e.g. without drips and spills) | completes dishes and plates food |
explains and uses a wide range of appropriate food preparation methods. | describes and selects appropriate food preparation methods. | selects suitable food preparation methods. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
describes a wide range of varieties of foods within the key food groups* | identifies a range of varieties of foods within the key food groups* | lists a small range of foods within key food groups* |
explains production of a range of foods and examines issues affecting sustainability | discusses production of a range of foods and issues affecting sustainability | describes origin of key foods and generalised issues affecting sustainability |
describes and compares sensory and physical characteristics of key foods before and after preparation | describes sensory and physical characteristics of key foods before and after preparation | identifies sensory and physical characteristics of key foods |
explains functional properties of foods (such as coagulation, gelatinisation and caramelisation). | describes basic functional properties of foods (such as coagulation, gelatinisation and caramelisation). | describes some changes in foods through cooking process. |
* Key Foods are as specified in Content:
The learner:
Rating A | Rating B | Rating C |
---|---|---|
identifies nutrient content and explains nutritional quality of a range of foods within key food groups | identifies general nutrient content and discusses nutritional quality of foods within key food groups | identifies general nutrient content of key food groups and unhealthy foods |
modifies recipes, menus and diets, explaining in detail how nutritional quality is improved | modifies recipes, menus and diets to improve nutritional quality, discussing reasons for changes | adjusts recipes, menus or diets to improve nutritional quality, as directed |
analyses links between nutrition and obesity. | describes links between nutrition and obesity. | identifies links between nutrition and obesity. |
The learner:
Rating A | Rating B | Rating C |
---|---|---|
investigates and describes foods of an ethnic/religious group and a range of social and cultural factors affecting their food choice | investigates and describes foods of an ethnic/religious group and some social and cultural factors affecting their food choice | identifies and discusses foods and food culture of an ethnic/religious group |
plans and evaluates menus considering a range of appropriate social and cultural factors | plans and evaluates menus considering a range of social and cultural factors | plans menus considering general social and cultural factors |
designs food for specific events considering a wide range of resources* | designs food for specific events considering a range of resources* | with direction, plans food for specific events considering a range of resources* |
explores and analyses a current food issue in Australia. | explores and describes a current food issue in Australia. | discusses a current food issue in Australia. |
* ‘range of resources’ include, but are not limited to: time; costs; availability of equipment, facilities, ingredients, and so on.
Food, Cooking and Nutrition Level 2 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 8 ratings.
The minimum requirements for an award in Food, Cooking and Nutrition Level 2 are as follows:
Exceptional Achievement (EA)
7 ‘A’ ratings, 1 ‘B’ rating
High Achievement (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating
Commendable Achievement (CA)
3 ‘B’ ratings, 4 ‘C’ ratings
Satisfactory Achievement (SA)
5 ‘C’ ratings
Preliminary Achievement (PA)
3 ‘C’ ratings
A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
Version 1 – Accredited 14 November 2012.
Version 1.a – Reference to ‘A’ and ‘B’ ratings included in ASSESSMENT section.
LINE OF SIGHT- Food, Cooking and Nutrition Level 2
Learning Outcomes | Unit | Criterion |
|
A, B |
4 |
|
B, C |
6, 7 |
|
C, D, E |
5, 7, 8 |
|
A, B, C, D, E |
3, 5 |
|
B, C, D |
1, 2, 8 |