This unit introduces students to the different systems for production in the food industry such as growing, harvesting, processing, packaging, transporting, marketing, consumption, and disposal of food and food-related items. Some key vocabulary students will learn include: conventional food system, alternative food system, whole foods, processed foods, food kilometres

Course and Assessment Overview 2019

Week Content Assessments

Term 1


From land or sea to landfill

⦿ This learning task introduces students to the production process of food or food systems.

⦿ Conventional and alternative food systems are highlighted in this learning task.

⦿ Conventional systems are based on maximizing efficiency or ‘an economy of scale’ so that we pay less for the item in the supermarket and overall production is increased e.g. most food sold in supermarkets. The conventional food system has made it possible for people to eat a much wider variety of foods than their grandparents. However, because conventional systems are based very heavily on fossil fuels like coal, gas and diesel and the use of fertilizers to maintain good supply, they can also cause problems with greenhouse gas emissions and other pollution.

⦿ Alternative food systems include things such as:

o Local food systems that reduce food transportation and try to

have fewer people between the farmer and the consumer e.g.

farmers’ markets, direct marketing.
o Organic food systems that grow produce without the chemical

pesticides and fertilizers of conventional food systems, and livestock that are reared without antibiotics and growth hormones.

o Fair trade systems where the producers have greater control over the conditions of trade and get a greater fraction of the sale price. This is often used in developing countries that produce products such as coffee and cocoa.

 Task 1 Week 3: shopping bag analysis

Where did that food come from?

⦿ This learning task focuses on whole foods, processed foods and the key differences between the two.

EG. Plant and animal products are used in everyday life for food, clothing and shelter 

Long weekend (1 March-5 March)

Explore the relationship between food and health and investigate basic nutritional concepts

Develop food preparation skills to foster lifelong healthy eating behaviours

Theoretical tasks undertaken in whole class and small groups to introduce healthy eating concepts


Task 2: small groups to prepare a healthy food item focusing on food preparation techniques


Making healthy choices, by looking at Week 1-3’s content of using local services

Evaluate use of preparation techniques to critique dishes. Make considered food choices


Term 2


Shop for healthy food

⦾ shopping skills

⦾ availability

⦾ diversity and variety

⦾ effect of processing techniques

⦾ added nutrients and variety to diets



Task 3 week 3: Meal planning


Connections to the land

⦾ agriculture

⦾ farm production

Farms and people’s connections to them

⦾ Farm products

⦾ dairy

6-8 Built a healthy lunchbox Taste testing
9-10 Work on assignment and in class healthy cooking Task 4: Healthy eating project

Term 3


Food and fibre production

⦾ Investigate how and why food and fibre are produced in managed environments.

4-6 Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use.  
7-10 Being healthy, safe and active Exercise activity

Term 4


Community and interacting for health and wellbeing  

Contributing to healthy and active communities


-health promotions

6-7 In class poster Task 5 : Poster
8 Storyboard of food and revision of year  
9 Materchef  
10 Masterchef  

This document is subject to revision.

The Year ___ Syllabus for _________________________ can be found on the SCSA website.


-Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task 

– Identify available resources 

– Develop and communicate alternative solutions, and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms

– Select, and apply, safe procedures when using components and equipment to make solutions

– Develop negotiated criteria to evaluate and justify design processes and solutions 

– Work independently, or collaboratively when required, to plan, safely develop and communicate ideas and information for solutions